@misc{noauthor_notitle_nodate, doi = {10.1080/18146627.2023.2243033}, } @misc{noauthor_notitle_nodate, } @misc{noauthor_notitle_nodate, } @misc{noauthor_notitle_nodate, url = {https://www.culandsoc.com/about/culs-magazine/}, } @misc{noauthor_notitle_nodate, url = {https://www.culandsoc.com/about/culs-magazine/}, } @misc{noauthor_notitle_nodate, } @misc{noauthor_notitle_nodate, url = {http://issuu.com/thewritersblock/docs/issuenumberseven}, } @misc{noauthor_notitle_nodate, url = {http://www.bostonliterarymagazine.com/winter11poetry.html}, } @misc{noauthor_notitle_nodate, language = {ha}, } @misc{noauthor_general_nodate, title = {General {Data} {Protection} {Regulation} ({GDPR}) – {Official} {Legal} {Text}}, url = {https://gdpr-info.eu/}, abstract = {General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals \& key issues as a neatly arranged website.}, language = {en-US}, urldate = {2024-03-19}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JPIZJ6XH}, keywords = {Final\_citation}, } @misc{noauthor_notitle_nodate, url = {https://zenodo.org/record/3745244/preview/Junior%20Secondary%20I-II-III%20English.pdf}, urldate = {2020-06-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WFIN9AE}, } @misc{noauthor_notitle_nodate, url = {https://zenodo.org/record/3745246/preview/Junior%20Secondary%20I-III-III_%20Mathematics.pdf}, urldate = {2020-06-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FM5YA27}, } @misc{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H4KPA5AS}, } @incollection{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2129771:38Q3D4C7 2129771:3CP9AM64 2129771:9JGVJ3QW 2129771:AQIV89ZQ 2129771:BRW2JAPF 2129771:DQRTHJFK 2129771:F9AF2VG3 2129771:IVZZZGQR 2129771:RGQRPGIB 2129771:V5GEU332 2129771:X3P4MVZ9}, keywords = {Björn-CV-OECS, auto\_merged}, } @techreport{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DIB9KNHG 2129771:F497A2HD 2129771:TEAFPFCM 2129771:VAANR7XU 2129771:ZGM3DB77}, keywords = {auto\_merged}, } @misc{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3UXPGBCF 2129771:3W7W6P24 2129771:F7LCI4J2}, keywords = {auto\_merged}, } @phdthesis{noauthor_notitle_nodate, } @article{noauthor_notitle_nodate, } @misc{ajadi_notitle_2010, language = {cs}, author = {Ajadi, S.B.}, year = {2010}, } @misc{ajadi_notitle_2014, language = {en}, author = {Ajadi, S.B.}, year = {2014}, } @article{amarante_notitle_2013, author = {{Amarante}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B3EZF57Y 2129771:DLITC69H}, keywords = {auto\_merged}, } @article{berlinski_notitle_2017, author = {{Berlinski} and {Busso}}, year = {2017}, } @misc{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} {Policy} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf}, language = {en}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP}, pages = {19}, } @misc{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} - {Implementation} {Guide} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf}, urldate = {2020-08-18}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV}, } @misc{dfid_dfid_2018, title = {{DFID} {Digital} {Strategy}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf}, urldate = {2020-09-06}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT}, } @article{duflo_notitle_2017, author = {{Duflo}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DFEHNZQT 2129771:WM7ENRSL}, keywords = {auto\_merged}, } @book{eyal__2014, title = {\&}, publisher = {Burns}, author = {Eyal, Woolard}, year = {2014}, } @misc{government_of_ghana_education_nodate, title = {Education {Regulation} {Bodies} {Bill}, 2019}, url = {https://www.parliament.gh/epanel/docs/bills/Education%20%20Regulation%20Bodies%20Bill,%202019.pdf#viewer.action=download}, urldate = {2020-08-02}, author = {{Government of Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7EWPFI75}, } @misc{holon_iq_notitle_2022, author = {{Holon IQ}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZE7ASGBJ 4426965:CG7WZWJA}, } @article{jukes_notitle_2006, author = {{Jukes}}, year = {2006}, } @article{kazianga_notitle_2012, author = {{Kazianga}}, year = {2012}, } @article{maluccio_notitle_2010, author = {{Maluccio}}, year = {2010}, } @misc{participation_notitle_2010, author = {{Participation} and Development, National and AKCR\&D, Kano and House, Mambayya}, year = {2010}, note = {Pages: 91–109}, } @article{piper_notitle_2016, author = {{Piper}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:77CRA3KX 2129771:T6FKFKSW 2129771:Z5GWKANP}, keywords = {auto\_merged}, } @article{piper_notitle_2011, author = {{Piper} and {Korda}}, year = {2011}, } @incollection{roy_notitle_2018, booktitle = {International {Journal} of {Innovative} {Knowledge} {Concepts}}, editor = {Roy, Paramita}, month = dec, year = {2018}, keywords = {⛔ No DOI found}, pages = {72--}, } @book{t-tel_notitle_2015, address = {Ghana}, edition = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {{T-TEL}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EY7L8I26}, } @misc{tetfund_notitle_2020, author = {TETFund, Abuja}, year = {2020}, } @misc{tetfund_notitle_2019, author = {TETFund, Submitted and {Abuja}}, month = dec, year = {2019}, } @misc{noauthor_1-final-edtechgenomeproject-finalreport_july2021-2pdf_nodate, title = {1.-{FINAL}-{EdTechGenomeProject}-{FinalReport}\_July2021-2.pdf}, url = {https://edtechevidence.org/wp-content/uploads/2021/07/1.-FINAL-EdTechGenomeProject-FinalReport_July2021-2.pdf}, urldate = {2023-08-24}, } @techreport{oer4schools_zimbabwe_1_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1. {Introduction} to interactive teaching and the use of {ICT}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/5AER6D62}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {1}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1082}, note = {ZenodoArchiveID: 10721898 ZenodoArchiveConcept: 10721897 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1082 2129771:5AER6D62}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_11_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.1.{A}. {What} is interactive teaching?}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/WMPVAPMX}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {2}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1080}, note = {ZenodoArchiveID: 10721771 ZenodoArchiveConcept: 10721770 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1080 2129771:WMPVAPMX}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_11b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.1.{B}. {What} is interactive teaching? - {Part} {B}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/QRC9F3GI}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {3}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1081}, note = {ZenodoArchiveID: 10721860 ZenodoArchiveConcept: 10721859 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1081 2129771:QRC9F3GI}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_12_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.2.{A}. {Introduction} to interactive teaching with {ICT}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/EC5R3DZ6}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {4}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1083}, note = {ZenodoArchiveID: 10721902 ZenodoArchiveConcept: 10721901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1083 2129771:EC5R3DZ6}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_12b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.2.{B}. {Introduction} to interactive teaching with {ICT} - {Part} {B}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/2E8CR3HM}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {5}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1084}, note = {ZenodoArchiveID: 10721929 ZenodoArchiveConcept: 10721928 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1084 2129771:2E8CR3HM}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_13_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.3.{A}. {Activity} planning and reflection - {Part} {A}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/4EJG3AMP}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {6}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1085}, note = {ZenodoArchiveID: 10721965 ZenodoArchiveConcept: 10721964 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1085 2129771:4EJG3AMP}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_13b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.3.{B}. {Activity} {Planning}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/ICXE636H}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {7}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1086}, note = {ZenodoArchiveID: 10721987 ZenodoArchiveConcept: 10721986 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1086 2129771:ICXE636H}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_14_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.4.{A}. {ICTs} in interactive teaching - {Part} {A}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/XA72SREV}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {8}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1087}, note = {ZenodoArchiveID: 10722137 ZenodoArchiveConcept: 10722136 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1087 2129771:XA72SREV}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_14b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {1.4.{B}. {ICTs} in interactive teaching - {Part} {B}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/INPQZED4}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {9}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1088}, note = {ZenodoArchiveID: 10722143 ZenodoArchiveConcept: 10722142 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1088 2129771:INPQZED4}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @misc{noauthor_10_nodate, title = {10 {Insights} from the {Mobile} {Internet} {Connectivity} {Report} 2022}, url = {http://www.ictworks.org/mobile-internet-connectivity-report-2022/#.Y5rve9LP28Q}, urldate = {2022-12-15}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BLPT8JDE}, } @techreport{bibb_10_2017, title = {10 {Jahre} {Qualitätsmerkmale} im {Praxistest}}, url = {https://www.bibb.de/dokumente/pdf/ab12_fachtagung_10-qualitaetsmerkmale_20160926.pdf}, urldate = {2020-05-27}, author = {{BIBB}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RTWXJ87 2317526:RKNAFQCQ}, } @techreport{usaid_10_nodate, title = {10 {Tips} on {Implementation} {Research} for {Decision} {Makers} in {Low}- and {Middle}-{Income} {Countries}}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:66HVBF8S}, } @misc{noauthor_10_nodate, title = {10. {UCOPS} {Vol} 1\_Iss 2.pdf}, url = {http://mail.uc.edu.kh/userfiles/image/2017/10.%20UCOPS%20Vol%201_Iss%202.pdf#page=46}, urldate = {2022-07-13}, } @misc{ico_uk_12_2022, title = {12. {Profiling}}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/age-appropriate-design-a-code-of-practice-for-online-services/12-profiling/}, language = {en}, urldate = {2023-01-05}, author = {ICO (UK)}, month = oct, year = {2022}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 4804264:AY7FYV6R}, keywords = {Final\_citation, existing}, } @article{gordon_12_2019, title = {12 years of quality education for all girls: {A} commonwealth perspective}, shorttitle = {12 years of quality education for all girls}, url = {https://research.birmingham.ac.uk/en/publications/12-years-of-quality-education-for-all-girls-a-commonwealth-perspe}, urldate = {2023-11-08}, author = {Gordon, Rebecca and Rose, Pauline and Marston, Lauren and Zubairi, Asma}, year = {2019}, keywords = {⛔ No DOI found}, } @misc{wikipedia_13th_2020, title = {13th}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=13th_(film)&oldid=962747725}, abstract = {13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards.}, language = {en}, urldate = {2020-06-15}, journal = {Wikipedia}, author = {Wikipedia}, month = jun, year = {2020}, note = {Page Version ID: 962747725 KerkoCite.ItemAlsoKnownAs: 2129771:YAM26X83}, } @techreport{noauthor_1635838819_cpd_handbook_30_august_2021_final_en_approvedpdf_nodate, title = {1635838819\_cpd\_handbook\_30\_august\_2021\_final\_en\_approved.pdf}, url = {http://cpd.moeys.gov.kh/documents/1635838819_cpd_handbook_30_august_2021_final_en_approved.pdf}, urldate = {2022-07-13}, } @incollection{barron_18_2022, title = {18. {GLOBAL} {LEARNING} {ECOLOGIES}: {LEVERAGING} {TECHNOLOGIES} {FOR} {EQUITY}}, shorttitle = {18. {GLOBAL} {LEARNING} {ECOLOGIES}}, booktitle = {Education}, publisher = {Columbia University Press}, author = {Barron, Brigid}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUAZ49ET}, pages = {313--334}, } @techreport{oer4schools_zimbabwe_2_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2. {Whole} class dialogue and effective questioning}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/IKCBTMZQ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {10}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1089}, note = {ZenodoArchiveID: 10722150 ZenodoArchiveConcept: 10722149 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1089 2129771:IKCBTMZQ}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_21_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.1.{A}. {Introduction} to dialogue and effective questioning - {Part} {A}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/EX33UASR}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {11}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1090}, note = {ZenodoArchiveID: 10722178 ZenodoArchiveConcept: 10722177 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1090 2129771:EX33UASR}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_21b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.1.{B}. {Mid}-morning - final day}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/8Z6ZUQMD}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {12}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1091}, note = {ZenodoArchiveID: 10722186 ZenodoArchiveConcept: 10722185 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1091 2129771:8Z6ZUQMD}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_22_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.2.{A}. {Questioning} {I}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/7AZRTNJV}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {13}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1092}, note = {ZenodoArchiveID: 10722191 ZenodoArchiveConcept: 10722190 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1092 2129771:7AZRTNJV}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_23_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.3.{A}. {More} on questioning}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/HB65MV59}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {14}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1093}, note = {ZenodoArchiveID: 10722199 ZenodoArchiveConcept: 10722198 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1093 2129771:HB65MV59}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_23b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.3.{B}. {More} on {Question} - {Aligning} {OER}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/X8V8H6JA}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {15}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1095}, note = {ZenodoArchiveID: 10722206 ZenodoArchiveConcept: 10722205 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1095 2129771:X8V8H6JA}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_24_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.4.{A}. {Concept} mapping}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/T47NX2AQ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {16}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1096}, note = {ZenodoArchiveID: 10722208 ZenodoArchiveConcept: 10722207 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1096 2129771:T47NX2AQ}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_24b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.4.{B}. {Concept} mapping - {Aligning} {OER} {II}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/A4J2RQAC}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {17}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1097}, note = {ZenodoArchiveID: 10722224 ZenodoArchiveConcept: 10722223 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1097 2129771:A4J2RQAC}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_25_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.5.{A}. {Engaging} the community}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/G6IKVQBU}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {18}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1098}, note = {ZenodoArchiveID: 10722229 ZenodoArchiveConcept: 10722228 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1098 2129771:G6IKVQBU}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_25b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {2.5.{B}. {Engaging} the community - {Using} applications}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/VDV45KW4}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {19}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1099}, note = {ZenodoArchiveID: 10722234 ZenodoArchiveConcept: 10722233 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1099 2129771:VDV45KW4}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @article{linden_2008_2011, title = {2008 {Glewwe} and {Maiga}}, author = {{Linden}}, year = {2011}, } @misc{oecs_2012_2016, title = {2012 to 2026 {OECS} {Education} {Sector} {Strategy}}, url = {https://oecs.org/our-work/knowledge/library/statistics/stats-in-focus/oecs-education-strategy}, language = {English}, urldate = {2020-11-04}, publisher = {Organisation of Eastern Caribbean States}, author = {{OECS}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DR4KWRV4 2486141:WSHIKYBP}, } @misc{noauthor_2015-07-bridging--gap-reportpdf_nodate, title = {2015-07-{Bridging}-the-{Gap}-{Report}.pdf}, keywords = {Author:OpenDevEd}, } @techreport{mbsse_2019_2019, address = {Sierra Leone}, title = {2019 {Annual} {Schools} {Census} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf}, institution = {Ministry of Basic and Senior Secondary Education}, author = {{MBSSE}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XBP2R2XI 2486141:IVGKRIEH}, } @misc{noauthor_2019_nodate, title = {2019 {GEM} {Report} {\textbar} {Migration}, displacement and education}, url = {https://gem-report-2019.unesco.org/}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FNWNXYG9}, } @misc{undp_2019_2019, type = {Text}, title = {2019 {Human} {Development} {Index} {Ranking}}, url = {http://hdr.undp.org/en/content/2019-human-development-index-ranking}, abstract = {United Nations Development Programme: Human Development Reports}, language = {English}, urldate = {2020-12-21}, author = {{UNDP}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:422NZ224 2486141:C46PI7VM}, } @techreport{ministry_of_education_rwanda_202021_2022, title = {2020/21 {Education} {Statistical} {Yearbook}}, url = {https://mineduc.prod.risa.rw/index.php?eID=dumpFile&t=f&f=41941&token=f2b4cacbfa02e2c86fe309244c7e416180c4d28a}, urldate = {2022-10-21}, author = {{Ministry of Education (Rwanda)}}, month = feb, year = {2022}, } @techreport{ministry_of_basic_and_senior_secondary_education_2020_2021, title = {2020 {Annual} {School} {Census} {Report}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.dsti.gov.sl/wp-content/uploads/2021/07/ASC-2020-Report.pdf}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B2LSMY5K 2486141:GIGZMEHQ}, } @techreport{department_of_basic_education_2020_2020, title = {2020 {Draft} {Framework} for {Curriculum} {Recovery} {Post} {COVID}-19}, url = {https://www.sirpierre.co.za/wp-content/uploads/2020/04/Curriculum-Recovery-Plan-Final-Draft-6-April-2020.pdf}, urldate = {2020-04-20}, institution = {Department of Basic Education, South Africa}, author = {{Department of Basic Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3HJJ94KB}, } @misc{cilt_2020_2020, title = {2020 {Remote} {Teaching} {Guide} ({Web}-linked)}, url = {https://docs.google.com/document/d/1Z1fdzyTCtYZGdR7bCMSQkgCPK0haYeSdAEzeqXLwjdw/edit?usp=sharing&usp=embed_facebook}, abstract = {Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...}, language = {en}, urldate = {2020-04-21}, publisher = {Centre for Innovation in Learning and Teaching}, author = {CILT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7CEWZJAJ}, } @misc{noauthor_2020_ican-tool_brochure_enpdf_nodate, title = {2020\_ICAN-{Tool}\_Brochure\_EN.pdf}, url = {https://palnetwork.org/wp-content/uploads/2020/06/2020_ICAN-Tool_Brochure_EN.pdf}, urldate = {2021-05-15}, } @techreport{noauthor_2020_kanwar_comsec_board_meetingpdf_nodate, title = {2020\_Kanwar\_COMSEC\_Board\_Meeting.pdf}, url = {http://oasis.col.org/bitstream/handle/11599/3577/2020_Kanwar_COMSEC_Board_Meeting.pdf?sequence=1}, urldate = {2020-07-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z868KBHZ}, } @misc{gem_report_unesco_2023_nodate, title = {2023 {GEM} {Report} background papers {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://www.unesco.org/gem-report/en/technology-background-papers}, abstract = {Technology in education}, language = {en}, urldate = {2023-10-22}, author = {{GEM Report UNESCO}}, } @article{kaufman_21_2013, title = {21 {Ways} to 21st {Century} {Skills}: {Why} {Students} {Need} {Them} and {Ideas} for {Practical} {Implementation}}, volume = {49}, issn = {0022-8958}, shorttitle = {21 {Ways} to 21st {Century} {Skills}}, url = {https://doi.org/10.1080/00228958.2013.786594}, doi = {10.1080/00228958.2013.786594}, number = {2}, urldate = {2020-09-11}, journal = {Kappa Delta Pi Record}, author = {Kaufman, Kristina J.}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2486141:3WDDIQAG}, pages = {78--83}, } @misc{hasler_21st_2014, title = {21st century learning in {Zambia} - {iSchool}.zm and {OER4Schools}.org}, copyright = {All rights reserved}, url = {http://bjohas.de/wiki/Zambia2014}, abstract = {This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.}, author = {Cook, Peter}, collaborator = {Haßler, Björn}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE}, keywords = {Author:Haßler, Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @misc{open_development__education_21st_2023, title = {21st century learning in {Zambia} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/21st-century-learning-in-zambia/, https://opendeved.net/programmes/21st-century-learning-in-zambia/}, abstract = {A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone.}, language = {en-GB}, urldate = {2024-01-06}, author = {{Open Development \& Education}}, month = oct, year = {2023}, } @article{ananiadou_21st_2009, title = {21st {Century} {Skills} and {Competences} for {New} {Millennium} {Learners} in {OECD} {Countries},}, volume = {41}, doi = {10.1787/218525261154}, journal = {OECD Education Working Papers}, author = {Ananiadou, K and {Claro M}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/218525261154 2486141:DHC5IG9K}, } @article{joynes_21st_2019, title = {21st {Century} {Skills}: {Evidence} of {Issues} in {Definition}, {Demand} and {Delivery} for {Development} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {21st {Century} {Skills}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674}, abstract = {The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt \& Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson \& Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris and Rossignoli, Serena and Amonoo-Kuofi, Esi Fenyiwa}, month = aug, year = {2019}, note = {Accepted: 2019-09-03T09:16:15Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:NRADX8A3 4869029:K98CU8F8}, keywords = {⛔ No DOI found}, } @article{russell-rose_2dsearch_2019, title = {{2Dsearch}: {Facilitating} reproducible and valid searching in evidence synthesis}, volume = {24}, language = {en}, number = {Suppl 1}, journal = {BMJ Evidence-Based Medicine}, author = {Russell-Rose, T and Shokraneh, F}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MZP7LJH2 2129771:NTIKMARG 2405685:N4IU2ZAD 2486141:NFPZ7TMZ}, keywords = {⛔ No DOI found}, pages = {36}, } @techreport{oer4schools_zimbabwe_3_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3. {Group} work}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/RM723GSR}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {20}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1100}, note = {ZenodoArchiveID: 10722239 ZenodoArchiveConcept: 10722238 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1100 2129771:RM723GSR}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_31_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.1.{A}. {Group} work: {Same} task and different tasks group work - {OER} in {Education}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/2QU4CXQC}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {21}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1101}, note = {ZenodoArchiveID: 10722271 ZenodoArchiveConcept: 10722270 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1101 2129771:2QU4CXQC}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_32_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.2.{A}. {When} to use group work and how to manage it}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/J28AW983}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {22}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1102}, note = {ZenodoArchiveID: 10722275 ZenodoArchiveConcept: 10722274 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1102 2129771:J28AW983}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_33_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.3.{A}. {Mixed} pace group work with and without {ICT}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/8RQD5DCX}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {23}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1103}, note = {ZenodoArchiveID: 10722279 ZenodoArchiveConcept: 10722278 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1103 2129771:8RQD5DCX}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_34_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.4.{A}. {Talking} points and effective group work}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/2RHUCKBQ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {24}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1104}, note = {ZenodoArchiveID: 10722285 ZenodoArchiveConcept: 10722284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1104 2129771:2RHUCKBQ}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_35_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.5.{A}. {Review} of group work}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/QME7CZBK}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {25}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1105}, note = {ZenodoArchiveID: 10722293 ZenodoArchiveConcept: 10722292 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1105 2129771:QME7CZBK}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_36_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {3.6.{A}. {Designing} interactive lesson plans}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/WS3RSN5K}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {26}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1106}, note = {ZenodoArchiveID: 10722301 ZenodoArchiveConcept: 10722300 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1106 2129771:WS3RSN5K}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @article{koseoglu_30_2020, title = {30 {Years} of {Gender} {Inequality} and {Implications} on {Curriculum} {Design} in {Open} and {Distance} {Learning}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.553/}, doi = {10.5334/jime.553}, abstract = {Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Koseoglu, Suzan and Ozturk, Tugba and Ucar, Hasan and Karahan, Engin and Bozkurt, Aras}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.553 2129771:KR3WWGKU 2447227:4E8PTHWF}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Iceland ISL, \_C:India IND, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mongolia MNG, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Saudi Arabia SAU, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, distance education, gender inequality, gender studies, open and distance learning, social justice, women empowerment}, pages = {5}, } @misc{noauthor_34428351pdf_nodate, title = {34428351.pdf}, url = {https://www.oecd.org/dac/effectiveness/34428351.pdf}, urldate = {2021-06-07}, } @misc{noauthor_3797pdf_nodate, title = {3797.pdf}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/events-documents/3797.pdf}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F58GWNRK}, } @misc{hasler_3d_2023, title = {{3D} printed case for pico datalogger (rev1.00)}, url = {https://github.com/OpenDevEd/case-for-pico-datalogger-rev1.00}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = jun, year = {2023}, note = {original-date: 2023-05-22T21:47:38Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @techreport{oer4schools_zimbabwe_4_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4. {Assessment} for learning and lesson pacing}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/W7VWDFQX}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {27}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1107}, note = {ZenodoArchiveID: 10722321 ZenodoArchiveConcept: 10722320 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1107 2129771:W7VWDFQX}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @misc{noauthor_4-efficient-school-siting-using-gis-modellingpdf_nodate, title = {4.-{Efficient}-{School}-{Siting}-{Using}-{GIS}-{Modelling}.pdf}, url = {https://keithlewin.net/wp-content/uploads/2016/05/4.-Efficient-School-Siting-Using-GIS-Modelling.pdf}, urldate = {2022-04-18}, } @misc{noauthor_4_nodate, title = {4 questions to help you avoid a {CPD} image problem (sponsored)}, url = {https://www.tes.com/news/4-questions-help-you-avoid-cpd-image-problem}, abstract = {Empty CPD courses and disinterested attendees are clear signs you need to rethink CPD delivery}, language = {en}, urldate = {2020-07-25}, journal = {Tes}, note = {Library Catalog: www.tes.com KerkoCite.ItemAlsoKnownAs: 2129771:KWBDXA6V}, } @article{feinstein_4_2006, title = {4. {What} are the effects of education on health?}, language = {en}, author = {Feinstein, Leon and Sabates, Ricardo and Anderson, Tashweka M and Sorhaindo, Annik and Hammond, Cathie}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CHIBCAR3}, keywords = {⛔ No DOI found}, } @techreport{oer4schools_zimbabwe_41_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4.1.{A}. {Introduction} to {Assessment} for {Learning} - {OER} in {Education}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/8SJPX5R5}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {28}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1108}, note = {ZenodoArchiveID: 10722338 ZenodoArchiveConcept: 10722337 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1108 2129771:8SJPX5R5}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_41b_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4.1.{B}. {Introduction} to {Assessment} for {Learning}}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/WPP5H275}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {29}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1109}, note = {ZenodoArchiveID: 10722347 ZenodoArchiveConcept: 10722346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1109 2129771:WPP5H275}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_42_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4.2.{A}. {Learning} objectives and success criteria}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/MIMQUPEZ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {30}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1110}, note = {ZenodoArchiveID: 10722349 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1110 ZenodoArchiveConcept: 10722348}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_43_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4.3.{A}. {Formative} feedback}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/5B8FXGFJ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {31}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1111}, note = {ZenodoArchiveID: 10722355 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1111 ZenodoArchiveConcept: 10722354}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{oer4schools_zimbabwe_44_2022, address = {Mpumelo High School, Zimbabwe}, type = {{OER4Schools} {Zimbabwe} {TPD} {Resource}}, title = {4.4.{A}. {Peer} and self-assessment}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, url = {https://docs.opendeved.net/lib/I5NUN7SJ}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {32}, author = {{OER4Schools Zimbabwe}}, collaborator = {Lumbiwe, Lulu}, month = mar, year = {2022}, doi = {10.53832/opendeved.1112}, note = {ZenodoArchiveID: 10722359 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1112 ZenodoArchiveConcept: 10722358}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{zimbabwe_45_2022, type = {Report}, title = {4.5.{A}. {Review} of {AfL} and lesson pacing}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TS5GJJPT}, abstract = {This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).}, language = {en}, number = {33}, institution = {Open Development \& Education}, author = {Zimbabwe, OER4Schools}, month = mar, year = {2022}, doi = {10.53832/opendeved.1113}, note = {ZenodoArchiveID: 10722373 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1113 ZenodoArchiveConcept: 10722372}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @misc{kelly_5_2023, title = {5 {Challenges} of {Digital} {Transformation} in the {Public} {Sector}}, url = {https://blog.govnet.co.uk/technology/5-challenges-of-digital-transformation-in-the-public-sector}, abstract = {Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.}, language = {en-gb}, urldate = {2024-02-29}, journal = {GovNet}, author = {Kelly, Piers}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CI4SXX2D 4804264:NR3BSQYC}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{rojas-drummond_6_2016, title = {6. {ORACY} {AND} {LITERACY} {IN} {THE} {MAKING}}, doi = {10.1007/978-94-6300-340-7_6}, journal = {Open Spaces for Interactions and Learning Diversities}, author = {ROJAS-DRUMMOND, SYLVIA and MÁRQUEZ, ANA MARÍA and HOFMANN, RIIKKA and MAINE, FIONA and RUBIO, ANA LUISA and HERNÁNDEZ, JOSÉ and GUZMÁN, KISSY}, year = {2016}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6300-340-7\_6 2129771:JE8AUXQT}, keywords = {\_\_C:filed:1}, pages = {69}, } @techreport{noauthor_6_2017, title = {6 {Out} of 10 {Children} and {Adolescents} {Are} {Not} {Learning} a {Minimum} in {Reading} and {Math}}, url = {http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math}, abstract = {New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....}, language = {eng}, urldate = {2020-07-01}, month = sep, year = {2017}, note = {Last Modified: 2017-11-15 KerkoCite.ItemAlsoKnownAs: 2129771:HHXSKD95}, } @misc{uis_6_2017, type = {{UNESCO} {Institute} for {Statistics} ({UIS})}, title = {6 out of 10 children and adolescents are not learning a minimum in reading and math}, url = {http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math}, abstract = {New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....}, language = {eng}, urldate = {2019-10-18}, journal = {News, Sustainable Development Goals}, author = {{UIS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAUM4LW3 2405685:W4Z4CGM6 2534378:RREZYYRL RAUM4LW3}, } @incollection{watts_6_2024, title = {6 {Social} choice and research capacity strengthening in {Nigeria}}, urldate = {2024-03-27}, booktitle = {Social {Choice}, {Agency}, {Inclusiveness} and {Capabilities}}, author = {Watts, Michael and Waziri, Nafisa and Akogun, Oladele}, year = {2024}, note = {Publisher: Cambridge University Press}, pages = {113}, } @misc{noauthor_72_edtech_in_developing_countriespdf_nodate, title = {72\_Edtech\_in\_Developing\_Countries.pdf}, url = {https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf}, urldate = {2020-08-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GEKHRFMQ}, } @misc{moodie_8_2020, title = {8 common problems with literature reviews and how to fix them}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2020/10/19/8-common-problems-with-literature-reviews-and-how-to-fix-them/}, abstract = {Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…}, language = {"en-US"}, urldate = {2021-04-17}, journal = {Impact of Social Sciences}, author = {Moodie, Gavin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P3WJCRZL}, } @misc{noauthor_810_ciprolesandresponsibilitiesfinalpdf_nodate, title = {810\_CIPRolesandResponsibilitiesFINAL.pdf}, url = {https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf}, urldate = {2022-02-23}, } @misc{noauthor_9781464809507pdf_nodate, title = {9781464809507.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W3GSTY7D}, } @techreport{lansdown_10-step_2014, address = {London, UK}, title = {A 10-step guide to monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf}, abstract = {Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.}, number = {4}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZGJ4J92C 2486141:MRFCRAKZ}, keywords = {CitedIn:eCubed, \_yl:d, eCubed}, } @unpublished{he_better_2009, title = {A {Better} {Way} to {Teach} {Children} to {Read}? {Evidence} from a {Randomized} {Controlled} {Trial}}, language = {en}, author = {He, Fang and Linden, Leigh L and MacLeod, Margaret}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KH7TKWT8}, keywords = {⛔ No DOI found}, } @misc{commission_blueprint_2023, title = {A {Blueprint} for {Education} {Data}: {Realising} {Children}’s {Best} {Interests} in {Digitised} {Education}}, url = {https://digitalfuturescommission.org.uk/wp-content/uploads/2023/03/A-Blueprint-for-Education-Data-FINAL-Online.pdf}, language = {en}, author = {Commission, Digital Futures}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:MBTNIID8}, keywords = {Final\_citation, anystyle, existing}, } @article{mcclanahan_b_williams_k_kennedy_e__tate_s_breakthrough_2012, title = {A breakthrough for {Josh}: {How} use of an {iPad} facilitated reading improvement.}, volume = {56}, doi = {10.1007/s11528-012-0572-6}, number = {3}, journal = {TechTrends}, author = {{McClanahan, B., Williams, K., Kennedy, E., \& Tate, S.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-012-0572-6 10/gf62hv 2129771:XY8MHLTU 257089:AS6NN7JR}, pages = {20--28}, } @techreport{bapna_case_2021, title = {A {Case} for a {Systems} {Approach} to {EdTech}}, language = {en}, institution = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:HXYF3HA4}, keywords = {Final\_citation, cited, existing}, } @techreport{bapna_case_2021, title = {A {Case} for a {Systems} {Approach} to {EdTech}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib//UR6CQL9K}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam}, month = mar, year = {2021}, doi = {10.5281/zenodo.5651995}, note = {ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2534378:PDNLLG9Y}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @phdthesis{girgis_case_2015, address = {Cambridge}, type = {{MPhil} {Dissertation}}, title = {A case study of the {One} {Laptop} per {Child} {Project} in {Rwanda}: {Exploring} the socio-cultural dimensions of delivery and implementation.}, school = {University of Cambridge}, author = {Girgis, Robert}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:INPJ44PP 261495:GF8CF6V7}, keywords = {AWP2-actual, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS}, } @article{wang_case_2012, title = {A case study of using an online community of practice for teachers' professional development at a secondary school in {China}}, volume = {37}, issn = {17439884}, url = {https://ur.booksc.org/book/35291105/0cfb69}, doi = {10.1080/17439884.2012.685077}, abstract = {In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]}, language = {English}, number = {4}, journal = {Learning, Media and Technology}, author = {Wang, Qiyun and Lu, Zhiping}, month = dec, year = {2012}, note = {Place: Basingstoke Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX}, keywords = {Case Studies, China, Communities of Practice, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Practices, Electronic Learning, Electronic Mail, Foreign Countries, Interviews, Learning, Lesson Plans, Mail Surveys, Online instruction, Participant Satisfaction, Pedagogy, Polls \& surveys, Professional Development, Professional development, Secondary Education, Secondary School Teachers, Secondary school teachers, Teacher Surveys, Teaching Methods, Technology Uses in Education, Transformative Learning, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096477, \_\_finaldtb}, pages = {429--446}, } @inproceedings{kasthuri_chatbot_2021, title = {A {Chatbot} for {Changing} {Lifestyle} in {Education}}, doi = {10.1109/ICICV50876.2021.9388633}, booktitle = {2021 {Third} {International} {Conference} on {Intelligent} {Communication} {Technologies} and {Virtual} {Mobile} {Networks} ({ICICV})}, publisher = {IEEE}, author = {Kasthuri, E. and Balaji, S.}, year = {2021}, pages = {1317--1322}, } @article{jasti_child--child_2016, title = {A child-to-child approach to improve literacy: {Design} of the {Buddy} {Reading} program}, author = {Jasti, C. and Jukes, M.C. and Dubeck, M.M. and {Elliott} and Inyega, H.N.}, year = {2016}, keywords = {⛔ No DOI found}, } @article{garn_clusterrandomized_2013, title = {A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment}, volume = {3}, doi = {10.2166/washdev.2013.217}, journal = {Journal of Water Sanitation and Hygiene for Development}, author = {Garn, Joshua V. and Greene, Leslie E. and Dreibelbis, Robert and Saboori, Shadi and Rheingans, Richard D. and Freeman, Matthew C.}, year = {2013}, pages = {592--601}, } @article{kennedy_co-design_2019, title = {A {Co}-design {Methodology} for {Blended} {Teacher} {Professional} {Development} in {Contexts} of {Mass} {Displacement}}, volume = {2019}, journal = {NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies}, author = {Kennedy, E. and Moghli, M. A. and Chase, E. and Pherali, T. and Laurillard, D.}, year = {2019}, keywords = {⛔ No DOI found}, } @misc{hasler_command_2020, title = {A command line interface for {Gmail} (bjohas/sendgmail)}, url = {https://github.com/bjohas/sendgmail}, abstract = {Send gmail form the commandline.}, urldate = {2020-07-11}, author = {Haßler, Björn and Gangwar, Abhimanyu}, month = may, year = {2020}, note = {original-date: 2020-05-23T11:04:35Z KerkoCite.ItemAlsoKnownAs: 2129771:9CUQRA8X}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{hasler_command_2020, title = {A command line interface for {Trello} (edtechhub/trello-export)}, url = {https://github.com/edtechhub/trello-export}, urldate = {2020-07-11}, publisher = {EdTech Hub}, author = {Haßler, Björn}, month = apr, year = {2020}, note = {original-date: 2020-03-28T20:08:24Z KerkoCite.ItemAlsoKnownAs: 2129771:3UV9WRI3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{hasler_command_2020, title = {A command line interface for {Zenodo} (bjohas/zenodo-cli)}, url = {https://github.com/bjohas/zenodo-cli}, urldate = {2020-07-11}, publisher = {EdTech Hub (Open Dvelopment \& Education)}, author = {Haßler, Björn and Gangwar, Abhimanyu}, month = jul, year = {2020}, note = {original-date: 2019-04-03T18:35:00Z KerkoCite.ItemAlsoKnownAs: 2129771:8DQVVH2X}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{hasler_command_2020, title = {A command line interface for {Zotero} (edtechhub/zotero-cli)}, url = {https://github.com/edtechhub/zotero-cli}, urldate = {2020-07-11}, publisher = {EdTech Hub (Open Dvelopment \& Education)}, author = {Haßler, Björn and Gangwar, Abhimanyu and Heyns, Emiliano}, month = jul, year = {2020}, note = {original-date: 2019-08-08T18:54:25Z KerkoCite.ItemAlsoKnownAs: 2129771:GLSKFZ76}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{hasler_command_2020, title = {A command line interface linking {Zotero} and {Zenodo} (edtechhub/zotzen)}, url = {https://github.com/edtechhub/zotzen}, urldate = {2020-07-11}, publisher = {EdTech Hub (Open Dvelopment \& Education)}, author = {Haßler, Björn and Gangwar, Abhimanyu}, month = jul, year = {2020}, note = {original-date: 2020-05-26T19:41:29Z KerkoCite.ItemAlsoKnownAs: 2129771:CY5Z5A2D}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @book{secretariat_commonwealth_2022, title = {A {Commonwealth} {Guide} to {Ocean} {Climate} {Finance}: {A} {Guidance} {Document} for {Policy}-{Makers} and {Ocean} {Advocates}}, shorttitle = {A {Commonwealth} {Guide} to {Ocean} {Climate} {Finance}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1074}, abstract = {Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = nov, year = {2022}, doi = {10.14217/comsec.1074}, } @techreport{ndlovu_comparative_2006, type = {Working {Paper}}, title = {A {Comparative} {Analysis} of {Firm} {Based} {Training} in {East} {African} {Manufacturing} {Sector}: {Does} {Level} of {Education} {Matter}?}, shorttitle = {A {Comparative} {Analysis} of {Firm} {Based} {Training} in {East} {African} {Manufacturing} {Sector}}, url = {http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905}, abstract = {Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.}, language = {en}, urldate = {2020-05-27}, author = {Ndlovu, Tchaka and Kajiba, John and Aiko, Rose and Kessy, Flora and Mkenda, Beatrice K. and Kweka, Josaphat and Kabelwa, George}, month = may, year = {2006}, doi = {http://hdl.handle.net/20.500.11810/2905}, note = {Accepted: 2016-07-08T12:19:36Z KerkoCite.ItemAlsoKnownAs: 10/2905 2129771:3FAL2TJF 2129771:VZ78IMDZ 2317526:JNZAK2I3 2317526:NQXBAGZX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Tanzania, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:outcomes, F:policy, P:manufacture, P:measurement, P:technology, Q:degree, Q:distance learning, Q:tertiary education, R:impact, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:firm-based training, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1, ⚠️ Invalid DOI, ⛔ No DOI found}, } @article{muzata_comparative_2020, title = {A {Comparative} {Analysis} of the {Perceptions} of {Primary} and {Secondary} {School} {Teachers} of {Lesson} {Observation} by {Education} {Standards} {Officers} in {Zambia}}, volume = {1}, url = {https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406}, number = {1}, urldate = {2023-12-05}, journal = {Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715}, author = {Muzata, Kenneth Kapalu and Banja, Madalitso Khulupilika and Mulenga, Innocent Mutale and Njobvu, Tommie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y}, keywords = {⛔ No DOI found}, pages = {98--120}, } @article{ozok_comparative_2008, title = {A comparative study between tablet and laptop {PCs}: {User} satisfaction and preferences}, volume = {24}, doi = {10.1080/10447310801920524}, number = {3}, journal = {Intl. Journal of human–computer interaction}, author = {Ozok, A Ant and Benson, Dana and Chakraborty, Joyram and Norcio, Anthony F}, year = {2008}, note = {00047 KerkoCite.ItemAlsoKnownAs: 10.1080/10447310801920524 10/dhz4w2 2129771:7A88X7JK 257089:N2MJMMBU}, pages = {329--352}, } @article{manna_comparative_2018, title = {A comparative study between {Telegram} and {Whatsapp} in respect of library services}, volume = {7}, number = {2}, journal = {International Journal of Library \& Information Science (IJLIS)}, author = {Manna, Rubi Acherjya and Ghosh, Shyamal}, year = {2018}, keywords = {⛔ No DOI found}, pages = {1--5}, } @article{papier_comparative_2017, title = {A comparative study of {TVET} in 5 {African} {Countries} with a specific focus on {TVET} {Teacher} {Education}}, abstract = {This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.}, language = {en}, author = {Papier, Joy}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8J6PBLVZ 2317526:6TNBGFXK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CLL:en, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Finland FIN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Tanzania TZA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @article{vlachopoulos_comparative_2019, title = {A comparative study on the traditional and intensive delivery of an online course: {Design} and facilitation recommendations}, volume = {27}, issn = {21567069 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067083368&doi=10.25304%2frlt.v27.2196&partnerID=40&md5=a78901191f468ae32555917eecf8f222}, doi = {10.25304/rlt.v27.2196}, abstract = {In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al.}, language = {English}, journal = {Research in Learning Technology}, author = {Vlachopoulos, P. and Jan, S.K. and Lockyer, L.}, year = {2019}, note = {Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v27.2196 2129771:RRKXLSTU 2339240:BC4DXFHW 2486141:MI5AJ3WV}, keywords = {Discussion, Facilitation, Intensive, Interactions, Online, Performance, \_AcademicRecoveryOECS}, } @article{furenes_comparison_2021, title = {A {Comparison} of {Children}’s {Reading} on {Paper} {Versus} {Screen}: {A} {Meta}-{Analysis}}, volume = {91}, issn = {0034-6543, 1935-1046}, shorttitle = {A {Comparison} of {Children}’s {Reading} on {Paper} {Versus} {Screen}}, url = {http://journals.sagepub.com/doi/10.3102/0034654321998074}, doi = {10.3102/0034654321998074}, abstract = {This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.}, language = {en}, number = {4}, urldate = {2022-09-27}, journal = {Review of Educational Research}, author = {Furenes, May Irene and Kucirkova, Natalia and Bus, Adriana G.}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654321998074 2129771:3ZXEFDFX 2486141:S5MNJUUQ 4820891:5V5LMA9V}, keywords = {ECE, Mixed outcomes, Primary, \_Import\_to\_OpenDevEd\_EvLib, adult support, ebooks, high quality, reading, vocabulary}, pages = {483--517}, } @inproceedings{mayakul_comparison_2019, title = {A {Comparison} of {National} {Enterprise} {Architecture} and e-{Government} {Perspectives}}, url = {https://ieeexplore.ieee.org/abstract/document/9024591}, doi = {10.1109/TIMES-iCON47539.2019.9024591}, abstract = {Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country.}, urldate = {2024-03-19}, booktitle = {2019 4th {Technology} {Innovation} {Management} and {Engineering} {Science} {International} {Conference} ({TIMES}-{iCON})}, author = {Mayakul, Theeraya and Sa-Nga-Ngam, Prush and Srisawat, Wasin and Kiattisin, Supaporn}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/TIMES-iCON47539.2019.9024591 4804264:L6HQ84BA}, keywords = {EA, Electronic government, Enterprise Architecture, Final\_citation, Indexes, Interoperability, Monitoring, National Enterprise Architecture, Standards, eGov}, pages = {1--6}, } @article{mulenga_competency-based_2019, title = {A competency-based curriculum for {Zambian} primary and secondary schools: learning from theory and some countries around the world.}, shorttitle = {A competency-based curriculum for {Zambian} primary and secondary schools}, url = {http://dspace.unza.zm/handle/123456789/6571}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Kabombwe, Yvonne Malambo}, year = {2019}, note = {Publisher: International Journal of Education and Research KerkoCite.ItemAlsoKnownAs: 2129771:JGIJBCTW 2129771:XNAU5AEI}, keywords = {⛔ No DOI found}, } @article{yeung_comprehensive_2021, title = {A {Comprehensive} {Review} of {Educational} {Technology} on {Objective} {Learning} {Outcomes} in {Academic} {Contexts}}, volume = {33}, issn = {1573-336X}, url = {https://doi.org/10.1007/s10648-020-09592-4}, doi = {10.1007/s10648-020-09592-4}, abstract = {Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation.}, language = {en}, number = {4}, urldate = {2022-12-16}, journal = {Educational Psychology Review}, author = {Yeung, Kam Leung and Carpenter, Shana K. and Corral, Daniel}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-020-09592-4 4804264:FHBBRX8L}, keywords = {Classroom, Cognitive Science, Effective Learning Principles, Final\_citation, Learning, Technology, cited, existing}, pages = {1583--1630}, } @techreport{teaching_service_commission_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf}, urldate = {2020-12-15}, institution = {Global Partnership for Education; World Bank}, author = {{Teaching Service Commission} and Wright, Dr. Cream}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:65LTW8QP 2129771:MVHKYSFP 2339240:9VRVIUE6 2405685:CFRE6D4Q 2405685:UU3R28HB}, keywords = {\_C:Sierra Leone SLE}, pages = {en}, } @article{kunc_computational_2018, title = {A computational literature review of the field of {System} {Dynamics} from 1974 to 2017}, volume = {12}, issn = {1747-7778}, url = {https://doi.org/10.1080/17477778.2018.1468950}, doi = {10.1080/17477778.2018.1468950}, abstract = {System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.}, number = {2}, urldate = {2024-01-18}, journal = {Journal of Simulation}, author = {Kunc, Martin and Mortenson, Michael J. and Vidgen, Richard}, month = apr, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2129771:2FU62ZKT 2129771:L8V92LVH 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN}, keywords = {System Dynamics, computational literature review, healthcare, methodology, supply chain}, pages = {115--127}, } @article{mortenson_computational_2016, title = {A computational literature review of the technology acceptance model}, volume = {36}, issn = {0268-4012}, url = {https://www.sciencedirect.com/science/article/pii/S0268401216300329}, doi = {10.1016/j.ijinfomgt.2016.07.007}, abstract = {A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.}, number = {6, Part B}, urldate = {2024-01-18}, journal = {International Journal of Information Management}, author = {Mortenson, Michael J. and Vidgen, Richard}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2129771:SE7R8QGN 2129771:YEKVSXG9 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5}, keywords = {Citation analysis, Co-authorship analysis, Computational literature review, Journal ranking, Lda, Literature review, Social network analysis, Technology acceptance model, Topic models}, pages = {1248--1259}, } @article{kim_conceptual_2014, title = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes: {Review} of {TVET} literature}, volume = {38}, issn = {2046-9012}, shorttitle = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes}, url = {https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009}, doi = {10.1108/ejtd-01-2013-0009}, abstract = {This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.}, number = {4}, urldate = {2018-08-01}, journal = {European Journal of Training and Development}, author = {Kim, Sehoon and Kotamraju, Pradeep and Alagaraja, Meera}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, pages = {265--285}, } @article{sackstein_conceptual_2017, title = {A conceptual framework to understand teachers’ {Professional} {Dispositions} and {Orientation} towards tablet technology in secondary schools}, volume = {29}, doi = {10.18489/sacj.v29i2.469}, number = {2}, journal = {South African Computer Journal}, author = {Sackstein, Suzanne and Slonimsky, Lynne}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.18489/sacj.v29i2.469 10/gdm2tk 2129771:LQD4ETTP}, keywords = {\_C:Cuba CUB, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{drennan_conceptual_2018, title = {A {Conceptual} {Understanding} of {How} {Educational} {Technology} {Coaches} {Help} {Teachers} {Integrate} {iPad} {Affordances} into {Their} {Teaching}.}, volume = {16}, number = {2}, journal = {Electronic Journal of e-Learning}, author = {Drennan, Gail and Moll, Ian}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:Y995CDCJ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {122--133}, } @book{grogan_content_2018, title = {A {Content} {Analysis} of {Teaching} and {Learning} in a 1: 1 {K}-12 {Tablet} {Environment} as {Evidenced} by {Student} {Achievement} and {Pedagogy}}, shorttitle = {A {Content} {Analysis} of {Teaching} and {Learning} in a 1}, publisher = {Lamar University-Beaumont}, author = {Grogan, Kelly}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:Z8J5H67Y}, keywords = {\_\_C:filed:1}, } @inproceedings{sadeck_continuum_2016, title = {A continuum of teachers'e-learning practices}, booktitle = {International {Conference} on e-{Learning}}, publisher = {Academic Conferences International Limited}, author = {Sadeck, Osman}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP}, keywords = {\_C:South Africa ZAF, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {198}, } @misc{arthur_critical_2023, title = {A {Critical} {Analysis} of the {What3Words} {Geocoding} {Algorithm}}, url = {https://arxiv.org/abs/2308.16025v1}, abstract = {What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.}, language = {en}, urldate = {2023-09-02}, journal = {arXiv.org}, author = {Arthur, Rudy}, month = aug, year = {2023}, } @article{mehta_critical_2020, title = {A critical approach to humanizing pedagogies in online teaching and learning}, volume = {37}, issn = {2056-4880}, url = {https://www.emerald.com/insight/content/doi/10.1108/IJILT-10-2019-0099/full/html}, doi = {10.1108/IJILT-10-2019-0099}, abstract = {Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.}, language = {en}, number = {3}, urldate = {2021-10-05}, journal = {The International Journal of Information and Learning Technology}, author = {Mehta, Rohit and Aguilera, Earl}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/IJILT-10-2019-0099 2129771:2MGLKIQD 2129771:KTD89SWY}, pages = {109--120}, } @article{walker_critical_2018, title = {A {Critical} {Investigation} into {How} {Year} 8 {Students}’ {Narrative} {Writing} {Skills} are {Developed} {Through} the {Medium} of {Oral} {Storytelling}}, volume = {19}, issn = {2058-6310}, url = {https://www.cambridge.org/core/product/identifier/S2058631018000053/type/journal_article}, doi = {10.1017/S2058631018000053}, abstract = {This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.}, language = {en}, number = {37}, urldate = {2022-07-08}, journal = {Journal of Classics Teaching}, author = {Walker, Hannah}, year = {2018}, keywords = {Author:OpenDevEd}, pages = {35--45}, } @article{mulet_critical_2019, title = {A {Critical} {Literature} {Review} of {Perceptions} of {Tablets} for {Learning} in {Primary} and {Secondary} {Schools}}, doi = {10.1007/s10648-019-09478-0}, journal = {Educational Psychology Review}, author = {Mulet, Julie and Van de Leemput, Cécile and Amadieu, Franck}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-019-09478-0 10/gf62gj 2129771:5VURGUJD 2129771:TK3C3JUS}, keywords = {\_\_C:filed:1, literature / systematic review}, pages = {1--32}, } @article{tan_critical_2012, title = {A critical reflection of teacher professionalism in {Cambodia}}, volume = {1}, issn = {2046-3162}, url = {https://www.academia.edu/20740687/A_critical_reflection_of_teacher_professionalism_in_Cambodia}, doi = {10.1108/20463161211240106}, abstract = {Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and}, number = {2}, urldate = {2022-07-13}, journal = {Asian Education and Development Studies}, author = {Tan, Charlene and Ng, Pak Tee}, year = {2012}, pages = {124}, } @article{brown_critical_2017, title = {A critical review of frameworks for digital literacy: {Beyond} the flashy, flimsy and faddish–{Part} 1}, shorttitle = {A critical review of frameworks for digital literacy}, url = {https://blog.ascilite.org/critical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-3/}, urldate = {2023-11-01}, journal = {ASCILITE ℡all blog}, author = {Brown, Mark}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MW7RUNN}, keywords = {⛔ No DOI found}, } @article{mulder_critical_2011, title = {A {Critical} {Review} of {Vocational} {Education} and {Training} {Research} and {Suggestions} for the {Research} {Agenda}}, abstract = {This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.}, language = {en}, author = {Mulder, Martin and Roelofs, Eline}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHGWHSRH 2317526:QY3L2P53}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:China CHN, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Latvia LVA, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Turkey TUR, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @techreport{mulder_critical_2012, title = {A {Critical} {Review} of {Vocational} {Education} and {Training} {Research} in 2012 and {Suggestions} for the {Research} {Agenda}}, url = {https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf}, abstract = {This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author \& Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.}, language = {en}, author = {Mulder, Martin and Roelofs, Eline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQUK4HXG 2317526:FBJ74PAL 2317526:PCHAS6F4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:social, T:TVET, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{hernanz_critical_2022, title = {A critical view on the suitability of machine learning techniques to downscale climate change projections: {Illustration} for temperature with a toy experiment}, volume = {23}, issn = {1530-261X, 1530-261X}, shorttitle = {A critical view on the suitability of machine learning techniques to downscale climate change projections}, url = {https://rmets.onlinelibrary.wiley.com/doi/10.1002/asl.1087}, doi = {10.1002/asl.1087}, abstract = {Abstract Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation.}, language = {en}, number = {6}, urldate = {2024-02-24}, journal = {Atmospheric Science Letters}, author = {Hernanz, Alfonso and García‐Valero, Juan Andrés and Domínguez, Marta and Rodríguez‐Camino, Ernesto}, month = jun, year = {2022}, pages = {e1087}, } @book{osman_curriculum_2017, title = {A {Curriculum} {Framework} for the {Sustainable} {Development} {Goals} {First} {Edition}}, abstract = {The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda. At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities. Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs. Given this and following the recommendations made at the 19th CCEM, the Education Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning. Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs. It is envisioned that this framework will help countries to develop successful learners, confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance. The Curriculum Framework for the SDGs allows for a high degree of flexibility through the non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development.}, author = {Osman, Amina and Ladhani, Sultana and Findlater, Emma and Mckay, Veronica}, month = jul, year = {2017}, } @misc{shah_decade_2021, title = {A {Decade} of {MOOCs}: {A} {Review} of {MOOC} {Stats} and {Trends} in 2021}, shorttitle = {A {Decade} of {MOOCs}}, url = {https://www.classcentral.com/report/moocs-stats-and-trends-2021/}, abstract = {In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.}, language = {en-US}, urldate = {2022-12-27}, journal = {The Report by Class Central}, author = {Shah, Dawal}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:F8ZVAJDU}, keywords = {Final\_citation, cited, existing}, } @article{dulandas_description_2018, title = {A description of the self-perceived educational needs of emergency nurses in {Durban}, {KwaZulu}-{Natal}, {South} {Africa}}, doi = {10.1016/j.afjem.2018.03.001}, abstract = {© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79\% (n = 128). Almost half the respondents (48\%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67\%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45\%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46\%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62\%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72\% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.}, language = {en}, journal = {African Journal of Emergency Medicine}, author = {Dulandas, Reka and Brysiewicz, Petra}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2018.03.001 10/gf62nv 2129771:RG8A9AFE 2317526:PYTR6KRL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CCZ:South Africa, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:media, P:nurse, R:quantitative, R:questionnaire, R:survey, T:Training, Z:Competency needs, Z:Educational needs, Z:Emergency nurses, \_C:Australia AUS, \_C:Botswana BWA, \_C:Ghana GHA, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{golding_design_2021, title = {A {Design} {Approach} to {Mathematics} {Teacher} {Educator} {Development} in {East} {Africa}}, volume = {6}, issn = {2503-3697}, doi = {10.23917/jramathedu.v6i1.11898}, language = {en}, number = {1}, journal = {Journal of Research and Advances in Mathematics Education}, author = {Golding, Jennie and Batiibwe, Marjorie Sarah K.}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 4804264:T5NE9CCC}, keywords = {Final\_citation, cited, existing}, } @incollection{vallejo_detailed_2019, title = {A {Detailed} {Example}: {Galactic} {Dynamics}}, shorttitle = {A {Detailed} {Example}}, booktitle = {Predictability of {Chaotic} {Dynamics}}, publisher = {Springer}, author = {Vallejo, Juan C. and Sanjuan, Miguel AF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4YY92XD5}, pages = {151--188}, } @article{kim_development_2017, title = {A development and application of the teaching and learning model of artificial intelligence education for elementary students}, volume = {21}, url = {https://koreascience.kr/article/JAKO201719363360814.page}, number = {1}, urldate = {2024-02-24}, journal = {Journal of The Korean Association of Information Education}, author = {Kim, Kapsu and Park, Youngki}, year = {2017}, note = {Publisher: Korea Association of Information Education}, keywords = {❓ Multiple DOI}, pages = {139--149}, } @phdthesis{zubairi_district_2021, type = {{PhD} {Thesis}}, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlement approach}, shorttitle = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools}, url = {https://www.repository.cam.ac.uk/handle/1810/316497}, urldate = {2023-11-08}, school = {University of Cambridge}, author = {Zubairi, Asma Tahseen}, year = {2021}, } @phdthesis{zubairi_district_2020, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, urldate = {2021-02-12}, school = {University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{toesland_f_double_2019, title = {A double challenge for the disabled}, url = {https://www.un.org/africarenewal/magazine/december-2018-march-2019/double-challenge-disabled}, urldate = {2024-01-12}, journal = {United Nation}, author = {{Toesland, F}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8873TGLI 5242966:6Y8IKKY2}, } @techreport{aitchison_educacao_2012, title = {A educação e aprendizagem de jovens e adultos na África {Austral}: visão geral de um estudo para cinco nações}, url = {https://www.info-angola.com/attachments/article/3877/portugueseeducationoverview.pdf}, abstract = {A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.}, language = {Portuguese}, institution = {Open Society Initiative for Southern Africa (OSISA)}, author = {Aitchison, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Angola, C:Lesotho, C:Mozambique, C:Namibia, C:Swaziland, CLL:pt, publicImportV1}, } @techreport{hasler_five-part_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, number = {5}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.5281/zenodo.3756012}, note = {EdTechHub.Source: 2405685:JLEWADHF KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:SCDLVVC7 2486141:9MWJP6MS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_Not used in LR, \_T:reviewed, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @article{msiska_formative_1995, title = {A {Formative} {Evaluation} of {Chinsapo} {Community} {School}}, journal = {Zomba: Centre for Social Research}, author = {Msiska, F. G. W. and Kadzamira, Esme C.}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D9Y723ZW 4752638:DYZU9QQW}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{magallanes_framework_2014, title = {A framework for an {ICT}-based development program for science teachers in state universities and colleges in region {VI}}, volume = {2}, issn = {2332-3205, 2332-3205}, url = {https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI}, doi = {10.13189/ujer.2014.020909}, abstract = {Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.}, language = {English}, number = {9}, journal = {Universal Journal of Educational Research}, author = {Magallanes, Amel Lavezores and Lavezores, Amel}, year = {2014}, note = {Publisher: Horizon Research Publishing, 506 North Garfield Avenue \#210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL}, keywords = {Barriers, College Faculty, College Science, Computer Literacy, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Information Technology, Mixed Methods Research, Philippines, Postsecondary Education, Science Teachers, State Colleges, State Universities, Teacher Attitudes, Technology Integration, Training}, pages = {659--668}, } @techreport{massachusetts_institute_of_technology_framework_2016, title = {A {Framework} for {Evaluating} {Appropriateness} of {Educational} {Technology} {Use} in {Global} {Development} {Programs}}, url = {https://dspace.mit.edu/bitstream/handle/1721.1/115340/Full%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf?sequence=1&isAllowed=y}, urldate = {2023-01-20}, author = {{Massachusetts Institute of Technology}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XL9DIC5C 4426965:NXQRA9JX}, } @article{nang_framework_2018, title = {A {Framework} for {Evaluating} {Tablet}-based {Educational} {Applications} for {Primary} {School} {Levels} in {Thailand}}, volume = {12}, doi = {10.3991/ijim.v12i5.9009}, number = {5}, journal = {International Journal of Interactive Mobile Technologies (iJIM)}, author = {Nang, Hsu Mon Pyae and Harfield, Antony}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v12i5.9009 10/gf62hr 2129771:IDREFIGX}, keywords = {\_C:Denmark DNK, \_C:Korea XKOR, \_C:Thailand THA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {126--139}, } @phdthesis{olubendi_framework_2019, type = {Thesis}, title = {A {Framework} {For} {Evaluating} {The} {Outcome} {Of} {Use} {Of} {ICTOn} {Early} {Grade} {Literacy} {Assessment}; {A} {Case} {Study} {Of} {Tusome} {Literacy} {Programme} {In} {Kenya}}, copyright = {Attribution-NonCommercial-NoDerivs 3.0 United States}, url = {http://erepository.uonbi.ac.ke/handle/11295/109880}, abstract = {Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools. The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners. The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89\%. Analysis of the data was done by both descriptive statistics and inferential analysis. The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to iii continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001. In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya.}, language = {en}, urldate = {2022-12-23}, school = {University of Nairobi}, author = {Olubendi, Doreen}, year = {2019}, note = {Accepted: 2020-05-29T10:43:01Z KerkoCite.ItemAlsoKnownAs: 4804264:BUUK4K4A}, keywords = {Final\_citation, cited, existing}, } @article{ma_framework_2015, title = {A {Framework} for {Rigorously} {Identifying} {Research} {Gaps} in {Qualitative} {Literature} {Reviews}}, url = {https://core.ac.uk/download/pdf/301367526.pdf}, abstract = {Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.}, language = {en}, author = {Mã, Christoph}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74QNBEL5 2486141:IPI9B5H2 2486141:ZYJXWP8B}, keywords = {⛔ No DOI found}, } @inproceedings{muller-bloch_framework_2015, address = {Fort Worth, Texas, USA}, title = {A framework for rigorously identifying research gaps in qualitative literature reviews}, language = {en}, booktitle = {Proceedings of the international conference on information systems}, author = {Müller-Bloch, C and Kranz, J}, editor = {Carte, T and Heinzl, A. and Urquhart, C.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HTTKTQGM 2486141:KWJXFDPV}, keywords = {⛔ No DOI found}, } @article{ajadi_ghost_2011, title = {'{A} ghost soon to die'}, volume = {22}, language = {en}, journal = {The punch (Nigerian National Newspaper) February}, author = {Ajadi, S.B.}, year = {2011}, keywords = {⛔ No DOI found}, } @inproceedings{tudunwada_gis_2017, title = {A {GIS} {Based} {Biophysical} {Analysis} of the {Karfi} {Sector} in {Kano} {River} {Irrigation} {Project}, {Kano} {State}, {Nigeria}}, language = {en}, booktitle = {Annual {Conference} (41st}, publisher = {Soil Science Society of Nigeria. ATBU Bauchi}, author = {Tudunwada, I.Y. and Khalifa, S.S.}, year = {2017}, keywords = {⛔ No DOI found}, } @misc{law_global_2018, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, publisher = {UNESCO Institute for Statistics}, author = {Law, Nancy and Woo, David and de la Torre, Jimmy and Wong, Gary}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2TCMRIAT 5242966:Z5MXP7T9}, } @misc{manos_antoninis_global_2018, title = {A {Global} {Framework} to {Measure} {Digital} {Literacy}}, url = {https://uis.unesco.org/en/blog/global-framework-measure-digital-literacy}, author = {{Manos Antoninis}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:736QNGSW 5242966:H95KF7UC}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2129771:R99FXCAA 2405685:CFE5CVWB}, keywords = {Author:OpenDevEd, COVID-19, Coronavirus Pandemic, \_C:Algeria DZA, \_C:Argentina ARG, \_C:Australia AUS, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Peru PER, \_C:Philippines PHL, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, distance education, docs.opendeved.net, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, } @article{rabin_glossary_2008, title = {A glossary for dissemination and implementation research in health}, volume = {14}, doi = {10.1097/01.PHH.0000311888.06252.bb}, number = {2}, journal = {Journal of Public Health Management and Practice}, author = {Rabin, Borsika A. and Brownson, Ross C. and Haire-Joshu, Debra and Kreuter, Matthew W. and Weaver, Nancy L.}, year = {2008}, note = {Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/01.PHH.0000311888.06252.bb 2129771:47WPMUKE 4869029:BJTFLEBF}, pages = {117--123}, } @article{boo_grid-based_2020, title = {A grid-based sample design framework for household surveys}, volume = {4}, issn = {2572-4754}, url = {https://gatesopenresearch.org/articles/4-13/v1}, doi = {10.12688/gatesopenres.13107.1}, abstract = {Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys.}, language = {en}, urldate = {2021-03-18}, journal = {Gates Open Research}, author = {Boo, Gianluca and Darin, Edith and Thomson, Dana R. and Tatem, Andrew J.}, month = jan, year = {2020}, pages = {13}, } @book{hasler_guia_2015, title = {A guia {OER} para as {Escolas}}, copyright = {CC BY 4.0}, language = {pt}, publisher = {African Virtual University}, author = {Haßler, Björn and Cabral, Marilena}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:TMPKXU35}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{kayla_boisvert_guide_2017, title = {A guide for {Accelerated} {Education} {Programme} designers, implementers, evaluators and agencies}, author = {{Kayla Boisvert} and {Jennifer Flemming} and {Ritesh Shah}}, year = {2017}, } @techreport{khalayleh_guide_nodate, title = {A {Guide} for {Technology}-{Enabled} {Teacher} {Learning} {Circles}  — {Rapid} {Review} of the {Literature}}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3CAU3FUU}, keywords = {Author:OpenDevEd}, } @book{werner_guide_2004, title = {A guide to implementation research}, publisher = {The Urban Insitute}, author = {Werner, Alan}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R9XUU8PZ 4869029:4RY6PPU2}, } @article{dimensions_resources_guide_2019, title = {A {Guide} to the {Dimensions} {Data} {Approach}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://dimensions.figshare.com/articles/A_Guide_to_the_Dimensions_Data_Approach/5783094}, doi = {10.6084/M9.FIGSHARE.5783094}, abstract = {Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. {\textless}br{\textgreater}{\textless}br{\textgreater}This document provides an overview of the Dimensions content. {\textless}br{\textgreater}}, language = {en}, urldate = {2021-05-03}, author = {{Dimensions Resources}}, year = {2019}, note = {Artwork Size: 1945877 Bytes Publisher: Dimensions}, keywords = {160511 Research, Science and Technology Policy, FOS: Political science}, pages = {1945877 Bytes}, } @article{arriola_high-impact_nodate, title = {A high-impact, on-line tutoring programme for disadvantaged pupils in response to {Covid}-19}, url = {https://www.esade.edu/ecpol/wp-content/uploads/2021/09/AAFF_Menttores_PolicyReport_ENG_2021_compressed.pdf}, language = {en}, author = {Arriola, Miriam and Gortazar, Lucas and Hupkau, Claudia and Pillado, Zaida and Roldán, Toni}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CUVA7BD5}, keywords = {Final\_citation, ⛔ No DOI found}, } @misc{hasler_high-usability_2020, title = {A high-usability application to determine your geolocation in rural settings ({OpenDevEd}/{ShareOLC})}, url = {https://github.com/OpenDevEd/ShareOLC}, urldate = {2020-07-11}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen}, month = jul, year = {2020}, note = {original-date: 2020-03-28T17:41:09Z KerkoCite.ItemAlsoKnownAs: 2129771:8ZXRUBUR}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @book{winthrop_historic_2020, title = {A {Historic} {Shock} to {Parental} {Engagement} in {Education}: {Parent} {Perspectives} in {Botswana} during {COVID}-19. {Policy} {Brief}}, shorttitle = {A {Historic} {Shock} to {Parental} {Engagement} in {Education}}, url = {https://eric.ed.gov/?id=ED610673}, abstract = {When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]}, language = {en}, urldate = {2021-05-19}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Winthrop, Rebecca and Ershadi, Mahsa and Angrist, Noam and Bortsie, Efua and Matsheng, Moitshepi}, month = oct, year = {2020}, note = {Publication Title: Center for Universal Education at The Brookings Institution}, keywords = {Blended Learning, COVID-19, Course Content, Distance Education, Educational Quality, Electronic Learning, Experience, Foreign Countries, Pandemics, Parent Attitudes, Parent Influence, Parent Role, Parents as Teachers, Satisfaction, School Closing, Skill Development}, } @article{tipton_history_2019, title = {A history of meta‐regression: {Technical}, conceptual, and practical developments between 1974 and 2018}, volume = {10}, issn = {1759-2879, 1759-2887}, shorttitle = {A history of meta‐regression}, url = {https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1338}, doi = {10.1002/jrsm.1338}, abstract = {At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.}, language = {en}, number = {2}, urldate = {2023-11-01}, journal = {Research Synthesis Methods}, author = {Tipton, Elizabeth and Pustejovsky, James E. and Ahmadi, Hedyeh}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7T46BWRS 2129771:D6XJFQKW}, keywords = {\_yl:a}, pages = {161--179}, } @phdthesis{correa_incompatibilidade_2019, address = {São Paulo}, type = {Mestrado em {Administração}}, title = {A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação}, url = {http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/}, language = {pt}, urldate = {2020-08-12}, school = {Universidade de São Paulo}, author = {Correa, Juliana Nelia do Nascimento}, month = jan, year = {2019}, doi = {10.11606/D.12.2019.tde-20122018-174850}, note = {KerkoCite.ItemAlsoKnownAs: 10.11606/D.12.2019.tde-20122018-174850 2129771:67HFPAHX 2129771:ESYSVDIA 2129771:FISSENID 2129771:JDI67S4E 2129771:Z6EDAH7Q}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Germany DEU, \_C:Iceland ISL, \_C:India IND, \_C:Ireland IRL, \_C:Korea XKOR, \_C:Luxembourg LUX, \_C:Mauritius MUS, \_C:Montenegro MNE, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Peru PER, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Venezuela VEN, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{university_journal_2022, title = {A journal of the {Environmental} and {Social} {Sciences}}, volume = {26}, language = {en}, number = {1}, journal = {Savanna}, author = {University, Bayero and Savanna, Kano Nigeria and Ali, S.M. and Martinson, D.B. and Al-Maiyah, S.}, year = {2022}, note = {Place: Kano, Nigeria. BIMA Publisher: journal of Science and Technology}, keywords = {⛔ No DOI found}, pages = {173 -- 185}, } @article{lukyanenko_journey_2020, title = {A journey to {BSO}: evaluating earlier and more recent ideas of {Mario} {Bunge} as a foundation for information and software development}, language = {en}, journal = {Exploring Modeling Methods for Systems Analysis and Development}, author = {Lukyanenko, R.}, year = {2020}, note = {Place: Grenoble, France KerkoCite.ItemAlsoKnownAs: 2129771:YVR2RG9H 2486141:5K2TZXSR}, keywords = {⛔ No DOI found}, pages = {1--15}, } @article{schryen_knowledge_2020, title = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}: {Validation} of a {New} {Typology} in the {IS} {Field}}, volume = {46}, issn = {1529-3181}, shorttitle = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}}, url = {https://ris.uni-paderborn.de/record/11946}, abstract = {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.}, language = {eng}, urldate = {2024-01-18}, journal = {Communications of the AIS}, author = {Schryen, Guido and Wagner, Gerit and Benlian, Alexander and Paré, Guy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RL878DF9 2129771:Z662SPQU 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8}, keywords = {⛔ No DOI found}, pages = {134--168}, } @misc{world_bank_landscape_2021, title = {A {Landscape} {Review} of {ICT} for {Disability}-{Inclusive} {Education}}, url = {https://openknowledge.worldbank.org/server/api/core/bitstreams/ef7fd554-8359-50f9-9718-7161545dbc54/content}, urldate = {2022-12-16}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:PSCZHG46}, keywords = {Final\_citation, cited, existing}, } @techreport{world_bank_landscape_2022, address = {Washington, DC}, title = {A {Landscape} {Review} of {ICT} for {Disability}-inclusive {Education}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/37080}, abstract = {Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.}, language = {English}, urldate = {2022-09-06}, institution = {World Bank}, author = {{World Bank}}, month = jan, year = {2022}, note = {Accepted: 2022-03-04T16:17:23Z}, keywords = {Access to Education, Access to Learning, Disability Inclusion, Edtech, Education Technology, Inclusive Education}, } @article{bose_learning_2021, title = {A {Learning} {Design} for {Deep} {Learning} for a {Distance} {Teacher} {Education} {Programme}}, volume = {8}, copyright = {Copyright (c) 2021 Sutapa Bose}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/477}, abstract = {Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Bose, Sutapa}, month = jul, year = {2021}, note = {Number: 2}, keywords = {Distance teacher education, deep learning, learning design, pedagogy, self learning material, ⛔ No DOI found}, pages = {269--282}, } @misc{noauthor_lifeline_nodate, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, urldate = {2021-05-27}, } @misc{unesco_lifeline_2018, title = {A lifeline to learning? {Leveraging} technology to support  education for refugees}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZU8BGQGR}, } @book{unesco_lifeline_2018, title = {A lifeline to learning: leveraging technology to support education for refugees}, isbn = {978-92-3-100262-5 (print/pdf)}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, author = {UNESCO, Education Sector}, year = {2018}, } @misc{noauthor_lifeline_nodate, title = {A lifeline to learning: leveraging technology to support education for refugees {\textbar} {VOCEDplus}, the international tertiary education and research database}, url = {https://www.voced.edu.au/content/ngv:81000}, urldate = {2021-05-27}, } @article{mcintyre_nora_literature_2021, title = {A {Literature} {Overview} of {Accountability} and {EdTech}: {Recommendations} for {Using} {Technology} to {Improve} {Accountability} in {Educational} {Systems} from {Ghana} and {Other} {LMICs}.}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {A {Literature} {Overview} of {Accountability} and {EdTech}}, url = {https://zenodo.org/record/4575561}, doi = {10.5281/ZENODO.4575561}, abstract = {[No description available.]}, language = {en}, urldate = {2023-01-07}, author = {McIntyre, Nora and Sabates, Ricardo and Eberhardt, Molly Jamieson}, month = jan, year = {2021}, note = {Publisher: Zenodo KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4575561 2129771:XJTFUXWF}, } @article{castro_literature_2021, title = {A literature review: efficacy of online learning courses for higher education institution using meta-analysis}, volume = {26}, issn = {1573-7608}, shorttitle = {A literature review}, url = {https://doi.org/10.1007/s10639-019-10027-z}, doi = {10.1007/s10639-019-10027-z}, abstract = {The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Education and Information Technologies}, author = {Castro, Mayleen Dorcas B. and Tumibay, Gilbert M.}, month = mar, year = {2021}, pages = {1367--1385}, } @article{mseleku_literature_2020, title = {A {Literature} {Review} of {E}-{Learning} and {E}-{Teaching} in the {Era} of {Covid}-19 {Pandemic}}, volume = {5}, abstract = {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.}, language = {en}, number = {10}, author = {Mseleku, Zethembe}, year = {2020}, pages = {10}, } @article{dugue_literature_2021, title = {A literature review of emotional intelligence and nursing education}, volume = {54}, issn = {1471-5953}, url = {https://www.sciencedirect.com/science/article/pii/S1471595321001608}, doi = {10.1016/j.nepr.2021.103124}, abstract = {Aim The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education Background Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. Design Systematic literature review Methods Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. Results 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. Conclusions This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.}, language = {en}, urldate = {2022-04-05}, journal = {Nurse Education in Practice}, author = {Dugué, Manon and Sirost, Olivier and Dosseville, Fabrice}, month = jul, year = {2021}, keywords = {Emotional intelligence, Health, Nursing education, Performances, Social relationships, Training}, pages = {103124}, } @article{ncongwane_literature_2021, title = {A {Literature} {Review} of the {Impacts} of {Heat} {Stress} on {Human} {Health} across {Africa}}, volume = {13}, doi = {10.3390/su13095312}, abstract = {Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators.}, number = {9}, journal = {Sustainability}, author = {Ncongwane, Katlego P. and Botai, Joel O. and Sivakumar, Venkataraman and Botai, Christina M.}, year = {2021}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13095312 2129771:CPYLA39E 4682641:B7NBEQHK}, keywords = {BE:LMIC, BE:RELEVANT, type:literature review}, pages = {5312}, } @article{pokhrel_literature_2021, title = {A {Literature} {Review} on {Impact} of {COVID}-19 {Pandemic} on {Teaching} and {Learning}}, volume = {8}, issn = {2347-6311}, url = {https://doi.org/10.1177/2347631120983481}, doi = {10.1177/2347631120983481}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94\% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.}, language = {en}, number = {1}, urldate = {2021-04-26}, journal = {Higher Education for the Future}, author = {Pokhrel, Sumitra and Chhetri, Roshan}, month = jan, year = {2021}, note = {Publisher: SAGE Publications India KerkoCite.ItemAlsoKnownAs: 2129771:453NWPFU 2129771:6AZHFYDS}, keywords = {Internet Use, Learning, Pedagogy, Teaching (Academic)}, pages = {133--141}, } @techreport{johnson_longitudinal_2019, type = {Final {Report}}, title = {A longitudinal study of learning, progression, and personal growth in {Sierra} {Leone}}, url = {https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf}, urldate = {2020-09-11}, institution = {University of Oxford}, author = {Johnson, David and Hsieh, Jenny}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TFER47AP 2405685:A2EVGSWW}, keywords = {\_C:Sierra Leone SLE}, } @techreport{johnson_longitudinal_2019, title = {A longitudinal study of learning, progression, and personal growth in {Sierra} {Leone}: {Final} report}, url = {https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf}, language = {En}, urldate = {2021-05-29}, institution = {University of Oxford}, author = {Johnson, David and Hsieh, Pei-Tseng Jenny}, month = jun, year = {2019}, keywords = {\_C:Sierra Leone SLE}, } @inproceedings{piryonesi_machine-learning_2019, title = {A machine-learning solution for quantifying the impact of climate change on roads}, url = {https://www.researchgate.net/profile/S-Madeh-Piryonesi/publication/336014662_A_Machine-Learning_Solution_for_Quantifying_the_Impact_of_Climate_Change_on_Roads/links/5d90f7b6458515202b74882f/A-Machine-Learning-Solution-for-Quantifying-the-Impact-of-Climate-Change-on-Roads.pdf}, urldate = {2024-02-24}, booktitle = {{CSCE} {Annual} {Conference}. {Canadian} {Society} for {Civil} {Engineering}, {Laval}}, author = {Piryonesi, S. M. and El-Diraby, T.}, year = {2019}, keywords = {⛔ No DOI found}, } @article{noauthor_manual_2007, title = {A manual for writers of research papers, theses, and dissertations}, volume = {45}, issn = {0009-4978, 1523-8253}, url = {http://choicereviews.org/review/10.5860/CHOICE.45-0587}, doi = {10.5860/CHOICE.45-0587}, language = {en}, number = {02}, urldate = {2022-03-31}, journal = {Choice Reviews Online}, month = oct, year = {2007}, pages = {45--0587--45--0587}, } @book{turabian_manual_2018, address = {Chicago ; London}, edition = {9th edition}, title = {A {Manual} for {Writers} of {Research} {Papers}, {Theses}, and {Dissertations}, {Ninth} {Edition}: {Chicago} {Style} for {Students} and {Researchers}}, isbn = {978-0-226-43057-7}, shorttitle = {A {Manual} for {Writers} of {Research} {Papers}, {Theses}, and {Dissertations}, {Ninth} {Edition}}, language = {English}, publisher = {University of Chicago Press}, author = {Turabian, Kate L. and Booth, Wayne C. and Colomb, Gregory G. and Williams, Joseph M. and Bizup, Joseph}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ZHAUZ8Z 2129771:E5VGU56A}, } @misc{iseje_map_2023, title = {A {Map} of {Mkushi} {District} {Health} {Centres}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://maps.opendeved.net/mkushi}, abstract = {This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).}, language = {en}, author = {Iseje, Fatuma}, year = {2023}, doi = {10.53832/opendeved.1118}, note = {ZenodoArchiveID: 10850926 ZenodoArchiveConcept: 10850925 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1118 2129771:5S8X4MGW}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{creasey_measure_2009, title = {A {Measure} to {Assess} {Student}-{Instructor} {Relationships}}, volume = {3}, issn = {1931-4744}, url = {http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/14}, doi = {10.20429/ijsotl.2009.030214}, abstract = {There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered.}, language = {en}, number = {2}, urldate = {2022-04-01}, journal = {International Journal for the Scholarship of Teaching and Learning}, author = {Creasey, Gary and Jarvis, Pat and Knapcik, Elyse}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.20429/ijsotl.2009.030214 2129771:ILDVRTGE 2486141:ECY6GEDT}, } @article{bernard_meta-analysis_2014, title = {A meta-analysis of blended learning and technology use in higher education: from the general to the applied}, volume = {26}, issn = {1867-1233}, shorttitle = {A meta-analysis of blended learning and technology use in higher education}, doi = {10.1007/s12528-013-9077-3}, language = {en}, number = {1}, journal = {Journal of Computing in Higher Education}, author = {Bernard, Robert M. and Borokhovski, Eugene and Schmid, Richard F. and Tamim, Rana M. and Abrami, Philip C.}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 4804264:YCCEMWHU}, keywords = {Final\_citation, cited, existing}, pages = {87--122}, } @article{wouters_meta-analysis_2013, title = {A meta-analysis of the cognitive and motivational effects of serious games.}, volume = {105}, issn = {1939-2176, 0022-0663}, doi = {10.1037/a0031311}, language = {en}, number = {2}, journal = {Journal of Educational Psychology}, author = {Wouters, Pieter and Nimwegen, Christof van and Oostendorp, Herre van and Spek, Erik D. van der}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 4804264:ABPLUB6W}, keywords = {Final\_citation, cited, existing}, pages = {249--265}, } @article{erdem_meta-analysis_2020, title = {A {Meta}-{Analysis} of the {Effect} of {Parental} {Involvement} on {Students}’ {Academic} {Achievement}}, volume = {7}, copyright = {Copyright (c) 2020 Cahit Erdem, Metin Kaya}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/417}, abstract = {This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Erdem, Cahit and Kaya, Metin}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PGZUV9AC}, keywords = {academic achievement, developing countries, education level, meta-analysis, parental involvement, ⛔ No DOI found}, pages = {367--383}, } @article{steenbergen-hu_meta-analysis_2013, title = {A {Meta}-{Analysis} of the {Effectiveness} of {Intelligent} {Tutoring} {Systems} on {K}–12 {Students}’ {Mathematical} {Learning}}, doi = {10.1037/a0032447}, language = {en}, author = {Steenbergen-Hu, Saiying and Cooper, Harris}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 4804264:74TIVY26}, keywords = {Final\_citation, cited, existing}, pages = {18}, } @article{ran_meta-analysis_2021, title = {A {Meta}-{Analysis} on {Computer} {Technology} {Intervention} {Effects} on {Mathematics} {Achievement} for {Low}-{Performing} {Students} in {K}-12 {Classrooms}}, volume = {59}, issn = {0735-6331, 1541-4140}, url = {http://journals.sagepub.com/doi/10.1177/0735633120952063}, doi = {10.1177/0735633120952063}, abstract = {This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.}, language = {en}, number = {1}, urldate = {2022-09-27}, journal = {Journal of Educational Computing Research}, author = {Ran, Hua and Kasli, Murat and Secada, Walter G.}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 2129771:RYHW9DRK 2486141:FCAP4WFQ 4820891:DKFAXG5V}, keywords = {\_Import\_to\_OpenDevEd\_EvLib, computer, conclusive outcomes, high quality, k-12, low-performing, mathematics, primary, secondary}, pages = {119--153}, } @article{ran_meta-analysis_2021, title = {A {Meta}-{Analysis} on {Computer} {Technology} {Intervention} {Effects} on {Mathematics} {Achievement} for {Low}-{Performing} {Students} in {K}-12 {Classrooms}}, volume = {59}, issn = {0735-6331, 1541-4140}, doi = {10.1177/0735633120952063}, language = {en}, number = {1}, journal = {Journal of Educational Computing Research}, author = {Ran, Hua and Kasli, Murat and Secada, Walter G.}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 4804264:PPN7K52D}, keywords = {Final\_citation, cited, existing}, pages = {119--153}, } @article{lainjo_meta-study_2024, title = {A {Meta}-{Study} of the {Evolutionary} {Transformative} {Academic} {Landscape} by {Artificial} {Intelligence} and {Machine} {Learning}}, volume = {4}, url = {http://journal.jis-institute.org/index.php/ijets/article/view/1626}, doi = {10.47747/ijets.v4i1.1626}, number = {1}, urldate = {2024-03-12}, journal = {International Journal of Education, Teaching, and Social Sciences}, author = {Lainjo, Bongs and Tmouche, Hanan}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:US5XVSEH}, pages = {20--35}, } @incollection{woo_methodology_2021, edition = {1st Edition}, title = {A {Methodology} for {Deploying} a {Digital} {Literacy} {Framework} for {Diverse} {Socioeconomic} and {Sector} {Contexts}}, booktitle = {{ICT} and {International} {Learning} {Ecologies}}, publisher = {Routledge}, author = {Woo, James David and Law, Nancy Y.W.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5Y3SQXH7 5242966:939PRBRT}, pages = {24}, } @techreport{hasler_mixed-methods_2021, type = {Working {Paper}}, title = {A mixed-methods evidence assessment for emergent fields of knowledge}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://docs.opendeved.net/lib/E3W7NXR9}, number = {24}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0003}, note = {previousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E 2486141:LD8YA8SL}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_yl:m}, } @article{teemant_mixed-methods_2014, title = {A mixed-methods investigation of instructional coaching for teachers of diverse learners}, volume = {49}, url = {https://doi.org/10.1177/0042085913481362.}, doi = {10.1177/0042085913481362}, number = {5}, journal = {Urban Education}, author = {Teemant, A.}, year = {2014}, pages = {574--604}, } @article{damons_model_2019, series = {Journal {Article}}, title = {A {Model} for {Wholesale} and {Retail} {Assessment} {Centres} in {Regulated} {Occupational} {Learning} in {South} {Africa}}, doi = {10.1080/18146627.2016.1224588}, abstract = {South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.}, author = {Damons, Deonita and Cape Peninsula University of Technology, South Africa and le Grange, Jason J and Mason, Roger B and Louw, Steven W}, editor = {Damons, South Africa, Deonita; Cape Peninsula University of Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224588 2129771:97U4AJYJ}, } @article{feinstein_model_nodate, title = {A {MODEL} {OF} {THE} {INTER}-{GENERATIONAL} {TRANSMISSION} {OF} {EDUCATIONAL} {SUCCESS}}, language = {en}, author = {Feinstein, Leon and Duckworth, Kathryn and Sabates, Ricardo}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XIYVR9B}, keywords = {⛔ No DOI found}, } @techreport{khalayleh_monitoring_2021, type = {Working {Paper}}, title = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}: {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah and Baloch, ImdadAli and Dele-Ajayi, Opeyemi and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633326}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2129771:RY2ZTTKX 2405685:XBPZPS3P}, keywords = {\_r:AddedByZotZen}, } @phdthesis{wafelaar_multilevel_2020, type = {B.{S}. thesis}, title = {A multilevel study into the effect of tablet use in {Dutch} primary schools on reading achievements}, author = {Wafelaar, F. D.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FH24K3TC}, keywords = {\_C:Australia AUS, \_C:Finland FIN, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Russian Federation RUS, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{schoene_narrative_2022, title = {A {Narrative} {Literature} {Review} of {Natural} {Language} {Processing} {Applied} to the {Occupational} {Exposome}}, volume = {19}, issn = {1660-4601}, url = {https://doi.org/10.3390/ijerph19148544}, doi = {10.3390/ijerph19148544}, abstract = {The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach.}, number = {14}, journal = {International Journal of Environmental Research and Public Health}, author = {Schoene, Annika Marie and Basinas, Ioannis and Tongeren, Martie van and Ananiadou, Sophia}, month = jul, year = {2022}, note = {openalex: W4285495954 KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph19148544 2129771:VVDDYJRJ 5072953:V7ISYJ2U}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {8544--8544}, } @article{vallejo_natural_nodate, title = {A {Natural} {Ventilation} {Steady}-{State} {Calculation} {Tool} for the {Early} {Design} {Stage} of {Buildings}.}, language = {en}, author = {Vallejo, Juan and Ford, Brian and Aparicio, Pablo and Diaz, Camilo}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:88HPHZBT 4682641:RIR7BUPI}, keywords = {⛔ No DOI found}, pages = {39}, } @misc{hennessy_new_2013, title = {A new approach and open resources for school-based teacher professional development in sub-{Saharan} {Africa}}, copyright = {All rights reserved}, url = {http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri}, author = {Hennessy, S. and Haßler, Björn}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JWR2SFFI}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_new_2014, title = {A new solution for the roommate problem: {The} {Q}-stable matchings}, url = {http://econ.core.hu/file/download/mtdp/MTDP1422.pdf}, urldate = {2021-03-07}, year = {2014}, keywords = {\_C:Hungary HUN, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{penuel_phenomenon-based_nodate, title = {A {Phenomenon}-based {Assessment} {System} for {Three}-dimensional {Science} {Standards}}, language = {en}, author = {Penuel, Bill}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6BBLCLSZ}, keywords = {⛔ No DOI found}, } @article{duys_pilot_2017, title = {A pilot of the use of short message service ({SMS}) as a training tool for anaesthesia nurses}, doi = {10.1080/22201181.2017.1317422}, abstract = {© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.}, language = {en}, journal = {Southern African Journal of Anaesthesia and Analgesia}, author = {Duys, R. and Duma, S. and Dyer, R.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/22201181.2017.1317422 10/gf62mm 2129771:YCYHD7KA 2317526:3KQQLLLS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:outcomes, F:pedagogy, F:teaching, F:teaching method, P:health, P:media, P:nurse, P:service industry, P:services, Q:e-learning, T:Ausbildung, T:Training, T:work-based learning, Z:Anaesthesia nurse, Z:Nurse education, Z:Short Message Service (SMS), Z:eLearning, Z:mLearning, \_C:Australia AUS, \_C:Iran IRN, \_C:Ireland IRL, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @phdthesis{el-serafy_portrait_2020, title = {A portrait of hope: {Experiences} of a visually-impaired refugee with education in {Lebanon}}, school = {University of Cambridge}, author = {El-Serafy, Yomna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:863I3UYH}, keywords = {Author:OpenDevEd}, } @article{desimone_primer_2011, title = {A {Primer} on {Effective} {Professional} {Development}}, volume = {92}, issn = {0031-7217, 1940-6487}, url = {http://pdk.sagepub.com/content/92/6/68}, doi = {10.1177/003172171109200616}, language = {en}, number = {6}, urldate = {2016-03-26}, journal = {Phi Delta Kappan}, author = {Desimone, Laura M.}, month = mar, year = {2011}, note = {00422 KerkoCite.ItemAlsoKnownAs: 10.1177/003172171109200616 10/gfw2mj 2129771:D42L4PJR 261495:T4AP4ZRA}, pages = {68--71}, } @article{wahyudi_process_2018, title = {A process pattern model for tackling and improving big data quality}, volume = {20}, doi = {10.1007/s10796-017-9822-7}, language = {en}, number = {3}, journal = {Information Systems Frontiers}, author = {Wahyudi, A. and Kuk, G and Janssen, M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-017-9822-7 2129771:5SAISMNU 2486141:9D3LVD4A}, pages = {457--469}, } @article{turner_proof--concept_2022, title = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}: {A} {Digital} {Game}-{Based} {Learning} {Program} for {Out}-of-{School} {Children} in {Lebanon}}, volume = {8}, issn = {2518-6833}, shorttitle = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}}, url = {https://archive.nyu.edu/handle/2451/63607}, doi = {10.33682/8v7u-q7y3}, abstract = {Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.}, language = {en}, number = {1}, urldate = {2022-04-25}, journal = {Journal on Education in Emergencies}, author = {Turner, Jasmine S. and Taha, Karine and Ibrahim, Nisreen and Neijenhuijs, Koen I. and Hallak, Eyad and Radford, Kate and Stubbé-Alberts, Hester and de Hoop, Thomas and Jordans, Mark J. D. and Brown, Felicity L.}, year = {2022}, pages = {76}, } @techreport{gift_proposal_2003, address = {Washington, D.C.}, title = {A {Proposal} for a {National} {Curriculum} {Policy} for the {Grenada} {Education} {System}}, language = {English}, institution = {World Bank}, author = {Gift, Edrick H. and Curriculum, A. National and Gift, Edrick H. and D, Ph}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YIFX3EDJ 2486141:R2M3FQRU}, keywords = {\_G:reviewed, \_Not used in LR}, } @phdthesis{ramsey_qualitative_2018, type = {{PhD} {Thesis}}, title = {A {Qualitative} {Study}: {Perception} of {Preschool} {Teachers} {Use} of {Technology} in {Preparing} for {School} {Readiness}}, shorttitle = {A {Qualitative} {Study}}, school = {Northcentral University}, author = {Ramsey, Lesley C.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:PTT8PSY5}, keywords = {\_\_C:filed:1}, } @article{mayaka_quality_2002, title = {A {Quality} assessment of education and for {Kenya}'s tour-operating sector}, url = {https://www.tandfonline.com/doi/abs/10.1080/13683500208667911}, doi = {10.1080/13683500208667911}, abstract = {This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system.}, language = {en}, journal = {Current Issues in Tourism}, author = {Mayaka, M and King, B}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13683500208667911 10/dkhvf5 2129771:NHULUCSM 2317526:2ZMSW74Z}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing country, F:assessment, P:measurement, P:technology, P:tourism, T:Ausbildung, \_C:Algeria DZA, \_C:Australia AUS, \_C:Canada CAN, \_C:Congo XCO, \_C:Egypt EGY, \_C:France FRA, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @book{sullivan_quantitative_2020, title = {A {Quantitative} {Analysis} of {Perceptions} {Among} {Stakeholders} {Regarding} {Impact} and {Usage} of {iPads} in {Three} {Delaware} {Middle} {Schools}}, publisher = {Wilmington University (Delaware)}, author = {Sullivan, Dan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2HZ7LW82}, keywords = {\_\_C:filed:1}, } @techreport{power_quasi-experimental_2017, title = {A {Quasi}-{Experimental} {Study} of the {Classroom} {Practices} of {English} {Language} {Teachers} and the {English} {Language} {Proficiency} of {Students}, in {Primary} and {Secondary} {Schools} in {Bangladesh}}, url = {http://www.eiabd.com/publications/research-publications/qe-qs-studies.html}, abstract = {English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.}, language = {en}, urldate = {2022-12-20}, author = {Power, Tom and McCormick, Robert and Asbeek-Brusse, Elsbeth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:PKKG96GL}, keywords = {Final\_citation, cited, existing}, } @inproceedings{sreelakshmi_question_2019, title = {A question answering and quiz generation chatbot for education}, doi = {10.1109/GHCI47972.2019.9071832}, booktitle = {2019 {Grace} {Hopper} {Celebration} {India} ({GHCI})}, publisher = {IEEE}, author = {Sreelakshmi, A. S. and Abhinaya, S. B. and Nair, Aishwarya and Nirmala, S. Jaya}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/GHCI47972.2019.9071832 2129771:A3DHHJIA 2129771:ZE5ZXXY7}, pages = {1--6}, } @article{peterson_rapid_2020, title = {A rapid response to {COVID}-19: one district’s pivot from technology integration to distance learning}, volume = {121}, issn = {2398-5348}, shorttitle = {A rapid response to {COVID}-19}, url = {https://doi.org/10.1108/ILS-04-2020-0131}, doi = {10.1108/ILS-04-2020-0131}, abstract = {Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.}, number = {5/6}, urldate = {2020-08-12}, journal = {Information and Learning Sciences}, author = {Peterson, Lana and Scharber, Cassie and Thuesen, Amy and Baskin, Katie}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0131 2129771:2G45CZ2H}, keywords = {COVID-19, Case study, Crisis remote learning, Distance learning, Pragmatic guidelines, Technology integration, \_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {461--469}, } @article{oladimeji_rapid_2023, title = {A {Rapid} {Review} of {Impact} {Assessment} of {Climate} {Change} on {Health} and {Mental} {Well}-{Being} in {Africa}}, volume = {13}, issn = {1812-6731}, url = {https://doi.org/10.25159/2958-3918/15604}, doi = {10.25159/2958-3918/15604}, abstract = {Despite widespread global attention, the potential threats to human health posed by climate change in Africa still need to be further understood. Although there is mounting concern that climate change is a serious risk to human health, less evidence shows a direct causal relationship between climate change and health risks in Africa. In this rapid review, we discuss our synthesis of available evidence on the health implications of climate change with a focus on Africa. PubMed was systematically searched for relevant articles from 2020 to 2023 using a search strategy. Only eligible articles published in the English language with full article access were included for review using the population concept context (PCC) criteria by Joanna Briggs Institute (JBI). After removing duplicates, the selection process began with title and abstract screening, followed by screening full-text articles. Of the 3272 articles retrieved, only 10 were eligible for synthesis. We found mainly reported climate exposures to range from drought, concerning rainfall patterns, and increasing temperatures reported to cause morbidity and mortality through health risks: respiratory diseases, vector-borne diseases, cardiovascular diseases and mental health concerns. Africa still has a huge shortage of available evidence, particularly research focusing on the health implications, including mental health of climate change and interventions to prevent climate change-related health consequences. While the limited global evidence indicates that climate change results in an increased risk to public health, there are gaps in demonstrating the causal links between climate change and societal mental health impacts in Africa. There is also an urgent need for more research on effectively addressing climate hazards that threaten the African continent's public health and well-being.}, journal = {New Voices in Psychology}, author = {Oladimeji, Kelechi Elizabeth and Zungu, Lindiwe and Chocko, Ronnie and Hyera, Francis Leonard Mpotte and Nyatela, Athini and Gumede, Siphamandla and Dwarka, Depika and Lalla-Edward, Samanta Tresha}, month = dec, year = {2023}, note = {openalex: W4391697555 KerkoCite.ItemAlsoKnownAs: 10.25159/2958-3918/15604 2129771:W949TX3P 5072953:2HQSUTB5}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {--}, } @misc{taddese_rapid_2020, title = {A rapid scan of the {EdTech} landscape in 11 countries}, url = {https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/}, abstract = {We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […]}, language = {en-GB}, urldate = {2020-08-24}, journal = {The EdTech Hub}, author = {Taddese, Abeba}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DPW7TLVX}, keywords = {\_C:Sierra Leone SLE}, } @misc{hasler_raspberry_2023, title = {A {Raspberry} {Pi} {Zero}-based {Basestation} for environmental data collection}, url = {https://github.com/OpenDevEd/rpi-zero-basestation}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Mansour, Hassan and Mahamane, Amina}, month = jul, year = {2023}, note = {original-date: 2023-07-15T20:50:01Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @article{howe_rationale_2004, title = {A rationale for reconfiguring tertiary education in {Montserrat} \& the {OECS} to meet the life-long learning challenges of the twentyfirst century}, volume = {8}, journal = {Retrieved October}, author = {Howe, G. and Cassell, DAPHNE}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VFRZTHY7}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Bahamas BHS, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Dominica DMA, \_C:France FRA, \_C:Guyana GUY, \_C:Haiti HTI, \_C:India IND, \_C:Jamaica JAM, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_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, ⛔ No DOI found}, pages = {2007}, } @techreport{open_development__education_reading_2022, title = {A reading list for inclusion and disability in schooling}, author = {{Open Development \& Education}}, month = apr, year = {2022}, } @article{powell_refined_2015, title = {A refined compilation of implementation strategies: results from the {Expert} {Recommendations} for {Implementing} {Change} ({ERIC}) project}, volume = {10}, shorttitle = {A refined compilation of implementation strategies}, doi = {10.1186/s13012-015-0209-1}, number = {1}, journal = {Implementation Science}, author = {Powell, Byron J. and Waltz, Thomas J. and Chinman, Matthew J. and Damschroder, Laura J. and Smith, Jeffrey L. and Matthieu, Monica M. and Proctor, Enola K. and Kirchner, JoAnn E.}, year = {2015}, note = {Publisher: BioMed Central}, pages = {1--14}, } @article{meskher_review_2022, title = {A review about {COVID}-19 in the {MENA} region: environmental concerns and machine learning applications}, volume = {29}, issn = {0944-1344, 1614-7499}, shorttitle = {A review about {COVID}-19 in the {MENA} region}, url = {https://link.springer.com/10.1007/s11356-022-23392-z}, doi = {10.1007/s11356-022-23392-z}, language = {en}, number = {55}, urldate = {2024-02-24}, journal = {Environmental Science and Pollution Research}, author = {Meskher, Hicham and Belhaouari, Samir Brahim and Thakur, Amrit Kumar and Sathyamurthy, Ravishankar and Singh, Punit and Khelfaoui, Issam and Saidur, Rahman}, month = nov, year = {2022}, pages = {82709--82728}, } @article{iwanaga_review_2021, title = {A review of anatomy education during and after the {COVID}-19 pandemic: {Revisiting} traditional and modern methods to achieve future innovation}, volume = {34}, issn = {1098-2353}, shorttitle = {A review of anatomy education during and after the {COVID}-19 pandemic}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/ca.23655}, doi = {10.1002/ca.23655}, abstract = {The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Clinical Anatomy}, author = {Iwanaga, Joe and Loukas, Marios and Dumont, Aaron S. and Tubbs, R. Shane}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ca.23655 KerkoCite.ItemAlsoKnownAs: 10.1002/ca.23655 2129771:ZATQSSF2}, keywords = {COVID-19, SARS-CoV-2, \_genre:LR-literature\_review, anatomy education, cadaver, dissection, medical education, novel coronavirus, teaching, technology, virtual}, pages = {108--114}, } @article{zhai_review_2021, title = {A {Review} of {Artificial} {Intelligence} ({AI}) in {Education} from 2010 to 2020}, volume = {2021}, issn = {1076-2787}, url = {https://www.hindawi.com/journals/complexity/2021/8812542/}, doi = {10.1155/2021/8812542}, abstract = {This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.}, language = {en}, urldate = {2024-01-21}, journal = {Complexity}, author = {Zhai, Xuesong and Chu, Xiaoyan and Chai, Ching Sing and Jong, Morris Siu Yung and Istenic, Andreja and Spector, Michael and Liu, Jia-Bao and Yuan, Jing and Li, Yan}, month = apr, year = {2021}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2129771:NQUUCP2N 2405685:T7U5VLI3 2486141:LZ7DG3FE}, pages = {e8812542}, } @article{wellard_review_2013, title = {A {Review} of {Community} {Extension} {Approaches} to {Innovation} for {Improved} {Livelihoods} in {Ghana}, {Uganda} and {Malawi}}, doi = {10.1080/1389224x.2012.714712}, abstract = {Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Wellard, Kate and Rafanomezana, Jenny and Nyirenda, Mahara and Okotel, Misaki and Subbey, Vincent}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Malawi, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, F:policy, F:pro-poor, P:agricultural, P:agriculture, P:economy, P:measurement, P:services, P:technology, R:evaluation, R:impact, R:mixed method, T:Training, Z:Agricultural Occupations, Z:Agriculture, Z:Community Development, Z:Community Support, Z:Economically Disadvantaged, Z:Evidence, Z:Food, Z:Foreign Countries, Z:Innovation, Z:Poverty, Z:Rural Education, Z:Rural Extension, Z:Security (Psychology), Z:Sustainability, \_C:Benin BEN, \_C:Ghana GHA, \_C:Malawi MWI, \_C:Morocco MAR, \_C:Norway NOR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @techreport{global_school_leaders_review_2020, title = {A review of {Empirical} {Research} on {School} {Leadership} in the {Global} {South}}, url = {https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf}, urldate = {2020-08-11}, author = {{Global School Leaders}}, year = {2020}, note = {zotzenLib.CopiedFrom: 2405685:R5CJNHL6 KerkoCite.ItemAlsoKnownAs: 2129771:GZHMTMQ2 2129771:M63R8DCU 2405685:R5CJNHL6}, keywords = {C:Low- and middle-income countries, \_\_C:filed:1}, } @article{ahn_review_2012, title = {A {Review} of {Meta}-{Analyses} in {Education}: {Methodological} {Strengths} and {Weaknesses}}, volume = {82}, issn = {0034-6543, 1935-1046}, shorttitle = {A {Review} of {Meta}-{Analyses} in {Education}}, url = {http://journals.sagepub.com/doi/10.3102/0034654312458162}, doi = {10.3102/0034654312458162}, abstract = {The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.}, language = {en}, number = {4}, urldate = {2023-11-01}, journal = {Review of Educational Research}, author = {Ahn, Soyeon and Ames, Allison J. and Myers, Nicholas D.}, month = dec, year = {2012}, pages = {436--476}, } @article{hwang_review_2021, title = {A review of opportunities and challenges of chatbots in education}, volume = {0}, issn = {1049-4820}, url = {https://doi.org/10.1080/10494820.2021.1952615}, doi = {10.1080/10494820.2021.1952615}, abstract = {This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.}, number = {0}, urldate = {2022-03-04}, journal = {Interactive Learning Environments}, author = {Hwang, Gwo-Jen and Chang, Ching-Yi}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10494820.2021.1952615}, keywords = {Chatbot, artificial intelligence, chatbot in education, systematic review, trend analysis}, pages = {1--14}, } @article{alghamdi_review_2020, title = {A review of optimization algorithms for university timetable scheduling}, volume = {10}, doi = {10.48084/etasr.3832}, number = {6}, journal = {Engineering, Technology \& Applied Science Research}, author = {Alghamdi, Hayat and Alsubait, Tahani and Alhakami, Hosam and Baz, Abdullah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DBILCNRI 2129771:RZBSE6B7}, pages = {6410--6417}, } @article{guo_review_2020, title = {A review of project-based learning in higher education: {Student} outcomes and measures}, volume = {102}, issn = {0883-0355}, shorttitle = {A review of project-based learning in higher education}, url = {https://www.sciencedirect.com/science/article/pii/S0883035519325704}, doi = {10.1016/j.ijer.2020.101586}, abstract = {Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.}, language = {en}, urldate = {2022-04-05}, journal = {International Journal of Educational Research}, author = {Guo, Pengyue and Saab, Nadira and Post, Lysanne S. and Admiraal, Wilfried}, month = jan, year = {2020}, keywords = {Higher education, Learning outcomes, Measurement instruments, Project-based learning, Review}, pages = {101586}, } @article{jagust_review_2018, title = {A review of research on bridging the gap between formal and informal learning with technology in primary school contexts}, doi = {10.1111/jcal.12252}, journal = {Journal of Computer Assisted Learning}, author = {Jagušt, Tomislav and Botički, Ivica and So, H.-J.}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12252 10/gdm2tr 2129771:3NP5TUGQ 2129771:NWC649MA}, keywords = {\_C:China CHN, \_C:Croatia HRV, \_C:France FRA, \_C:Korea XKOR, \_C:Singapore SGP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @article{dervenis_review_2022, title = {A review of research on teacher competencies in higher education}, volume = {30}, issn = {0968-4883}, url = {https://doi.org/10.1108/QAE-08-2021-0126}, doi = {10.1108/QAE-08-2021-0126}, abstract = {Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.}, number = {2}, urldate = {2022-04-05}, journal = {Quality Assurance in Education}, author = {Dervenis, Charalampos and Fitsilis, Panos and Iatrellis, Omiros}, month = jan, year = {2022}, note = {Publisher: Emerald Publishing Limited}, keywords = {Competencies, Higher education, Quality education, Skills, Teacher effectiveness, Teacher quality}, pages = {199--220}, } @article{vescio_review_2008, title = {A review of research on the impact of professional learning communities on teaching practice and student learning}, volume = {24}, doi = {10.1016/j.tate.2007.01.004}, number = {1}, journal = {Teaching and teacher education}, author = {Vescio, Vicki and Ross, Dorene and Adams, Alyson}, year = {2008}, note = {ISBN: 0742-051X Publisher: Elsevier}, keywords = {C:International}, pages = {80--91}, } @misc{noauthor_review_nodate, title = {A review of research on the impact of professional learning communities on teaching practice and student learning - {ScienceDirect}}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0742051X07000066}, urldate = {2021-03-12}, } @article{hardman_review_2009, title = {A review of teacher education in {Tanzania} and the potential for closer links between {PRESET} and {INSET}}, url = {http://www.ed-dpg.or.tz/pdf/TE/Review%20of%20PRESET%20%26%20INSET%20Report_2009.pdf}, urldate = {2014-05-01}, author = {Hardman, Frank}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N2CZQPDQ 261495:VPMHQDHP}, keywords = {⛔ No DOI found}, } @article{amin_review_2021, title = {A {Review} {Of} {The} {Job} {Satisfaction} {Theory} {For} {Special} {Education} {Perspective}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6737}, abstract = {Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Amin, Farah Azaliney Binti Mohd and Al, Et}, month = may, year = {2021}, note = {Number: 11}, keywords = {⛔ No DOI found}, pages = {5224--5228}, } @article{boon_review_2021, title = {A {Review} {Of} {The} {Management} {Theory} {For} {Special} {Education} {Task} {Load} {Perspective}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6739}, abstract = {There is evidence related to the existence of the issue of teacher workload through several studies. Many researchers have found that workload factors are closely related to the stress levels of special education teachers. They noted that this workload factor is also the highest factor that has caused stress among special education teachers. The study also found that the majority of respondents agreed that special education teachers are burdened with various tasks in school which will ultimately affect the quality of the teaching process and job satisfaction of the teachers involved. There are also studies that state that special education teachers not only need to carry out the teaching process in the classroom, but also be involved in administrative work, discipline management, substitute teachers and many other workloads. This situation requires special education teachers to manage their assignments efficiently and systematically. This study was conducted to examine the existing management theories, in helping teachers manage their assignments better.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Boon, Quah Wei and Al, Et}, month = may, year = {2021}, note = {Number: 11}, keywords = {⛔ No DOI found}, pages = {5234--5238}, } @techreport{becta_review_2004, title = {A review of the research literature on barriers to the uptake of {ICT} by teachers}, url = {https://dera.ioe.ac.uk//1603/}, language = {en}, author = {{Becta}}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT}, } @article{fordjor_review_2003, title = {A review of traditional {Ghanaian} and {Western} philosophies of adult education}, url = {https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321}, doi = {10.1080/0260137032000055321}, abstract = {The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60\% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Fordjor, P and Kotoh, A, and Kpeli, K Kumah}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0260137032000055321 10/ctk58c 2129771:MUC9B2B7 2317526:ZSV69QYX UTI-AF2875F6-DE57-37C7-9363-E343430A2EF5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:measurement, Q:adult education, T:Lehrlingsausbildung, T:Training, T:apprentice, \_C:Canada CAN, \_C:Denmark DNK, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @inproceedings{aljabali_review_2019, title = {A {Review} on {Adopting} {Personalized} {Gamified} {Experience} in the {Learning} {Context}}, isbn = {9781538672631 (ISBN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062842429&doi=10.1109%2fIC3e.2018.8632635&partnerID=40&md5=4604a66993bb78f218a0851a1c7aa9a7}, doi = {10.1109/IC3e.2018.8632635}, abstract = {Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.}, language = {English}, booktitle = {{IEEE} {Conf}. e-{Learn}., e-{Manag}. e-{Serv}., {IC3e}}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, author = {Aljabali, R.N. and Ahmad, N.}, year = {2019}, note = {Journal Abbreviation: IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e KerkoCite.ItemAlsoKnownAs: 10.1109/IC3e.2018.8632635 2129771:XAGVPKDY 2339240:DULSLYPU 2486141:C3FKCM4W}, keywords = {E-learning, Education computing, Education systems, Gamification, Gamified learning, Learning approach, Learning experiences, Personalization, Personalizations, Personalized learning, Student performance, Students, \_AcademicRecoveryOECS}, pages = {61--66}, } @article{jomehzadeh_review_2017, title = {A review on windcatcher for passive cooling and natural ventilation in buildings, {Part} 1: {Indoor} air quality and thermal comfort assessment}, volume = {70}, issn = {1364-0321}, shorttitle = {A review on windcatcher for passive cooling and natural ventilation in buildings, {Part} 1}, url = {https://www.sciencedirect.com/science/article/pii/S1364032116310358}, doi = {10.1016/j.rser.2016.11.254}, abstract = {The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40\% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60\% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates.}, urldate = {2024-03-13}, journal = {Renewable and Sustainable Energy Reviews}, author = {Jomehzadeh, Fatemeh and Nejat, Payam and Calautit, John Kaiser and Yusof, Mohd Badruddin Mohd and Zaki, Sheikh Ahmad and Hughes, Ben Richard and Yazid, Muhammad Noor Afiq Witri Muhammad}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.rser.2016.11.254 2129771:IKTLAQLP 2486141:T89V4ZAS}, keywords = {Badgir, Indoor air quality (IAQ), Natural ventilation, Passive cooling, Thermal comfort, Wind tower, Windcatcher}, pages = {736--756}, } @techreport{morris_roadmap_2021, address = {Washington, D.C., USA}, title = {A {Roadmap} for {Measuring} {Distance} {Learning}: {A} {Review} of {Evidence} and {Emerging} {Best} {Practices}}, url = {https://www.edu-links.org/resources/roadmap-measuring-distance-learning}, abstract = {As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.}, language = {English}, urldate = {2021-02-24}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and Venetis, Emma}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EZSRY9S6 2129771:P7YWCRB4 2129771:UTMME86C}, keywords = {\_genre:LR-literature\_review, ⛔ No DOI found}, pages = {85}, } @techreport{eichhorst_roadmap_2012, address = {Bonn, Germany}, type = {Discussion {Paper}}, title = {A {Roadmap} to {Vocational} {Education} and {Training} {Systems} {Around} the {World}}, url = {http://repec.iza.org/dp7110.pdf}, abstract = {With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.}, language = {English}, urldate = {2018-06-11}, institution = {Institute of Labor Economics (IZA)}, author = {Eichhorst, Werner and Rodríguez-Planas, Núria and Schmidl, Ricarda and Zimmermann, Klaus F}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:R, CT:T, P:social, Q:flexible, R:quantitative, T:Ausbildung, T:TVET, T:dual TVET, T:firm-based training, T:informal training, T:school-based VET, T:vocational school, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{kutcher_school_2016, title = {A school mental health literacy curriculum resource training approach: {Effects} on {Tanzanian} teachers' mental health knowledge, stigma and help-seeking efficacy}, doi = {10.1186/s13033-016-0082-6}, abstract = {© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p {\textless} 0.001; d = 1.14), including mental health knowledge, (p {\textless} 0.001; d = 1.14) and curriculum specific knowledge (p {\textless} 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p {\textless} 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p {\textless} 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.}, language = {en}, journal = {International Journal of Mental Health Systems}, author = {Kutcher, Stan and Wei, Yifeng and Gilberds, Heather and Ubuguyu, Omary and Njau, Tasiana and Brown, Adena and Sabuni, Norman and Magimba, Ayoub and Perkins, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, AA:Africa, C:Malawi, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:assessment, F:attitude, F:curriculum, F:outcomes, P:culture, P:health, P:teachers, R:impact, T:Ausbildung, T:Lehrwerkstatt, T:Training, T:trainee, Z:Adolescents, Z:Knowledge, Z:Mental health, Z:Mental health literacy, Z:School-based intervention, Z:Stigma, Z:Teachers, \_C:Canada CAN, \_C:Malawi MWI, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @techreport{hasler_scoping_2020, address = {London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {A scoping review of technology in education in {LMICs} - descriptive statistics and sample search results}, copyright = {Creative Commons Attribution 4.0 International}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Jordan, Katy and Mitchell, Joel and Brugha, Meaghan and Martin, Kevin and Nourie, Kristi and Damani, Kalifa}, year = {2020}, doi = {10.5281/zenodo.3631588}, note = {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}, } @misc{hasler_searchable_2020, title = {A {Searchable} {Publications} {Database} (edtechhub/spud)}, url = {https://github.com/edtechhub/spud}, urldate = {2020-07-11}, author = {Haßler, Björn and Adam, Taskeen and Ishaq, Sheraz and Adamiak, Piotr and Adamiak, Jan and Podea, Marius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FFLE9FPD}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @article{mseteka_secure_2019, series = {Journal}, title = {A secure model for storage and dissemination of examination results: {A} case study of {Zambia} technical education vocational and entrepreneurship training authority}, doi = {10.3844/jcssp.2019.221.234}, abstract = {© 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function.}, journal = {Journal of Computer Science}, author = {Mseteka, Lister and Phiri, Jackson}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3844/jcssp.2019.221.234 2129771:DTUULILK}, } @inproceedings{giorgi_sequence--sequence_2022, address = {Dublin, Ireland}, title = {A sequence-to-sequence approach for document-level relation extraction}, url = {https://aclanthology.org/2022.bionlp-1.2}, doi = {10.18653/v1/2022.bionlp-1.2}, abstract = {Motivated by the fact that many relations cross the sentence boundary, there has been increasing interest in document-level relation extraction (DocRE). DocRE requires integrating information within and across sentences, capturing complex interactions between mentions of entities. Most existing methods are pipeline-based, requiring entities as input. However, jointly learning to extract entities and relations can improve performance and be more efficient due to shared parameters and training steps. In this paper, we develop a sequence-to-sequence approach, seq2rel, that can learn the subtasks of DocRE (entity extraction, coreference resolution and relation extraction) end-to-end, replacing a pipeline of task-specific components. Using a simple strategy we call entity hinting, we compare our approach to existing pipeline-based methods on several popular biomedical datasets, in some cases exceeding their performance. We also report the first end-to-end results on these datasets for future comparison. Finally, we demonstrate that, under our model, an end-to-end approach outperforms a pipeline-based approach. Our code, data and trained models are available at https://github.com/johngiorgi/seq2rel. An online demo is available at https://share.streamlit.io/johngiorgi/seq2rel/main/demo.py.}, urldate = {2024-02-24}, booktitle = {Proceedings of the 21st {Workshop} on {Biomedical} {Language} {Processing}}, publisher = {Association for Computational Linguistics}, author = {Giorgi, John and Bader, Gary and Wang, Bo}, editor = {Demner-Fushman, Dina and Cohen, Kevin Bretonnel and Ananiadou, Sophia and Tsujii, Junichi}, month = may, year = {2022}, pages = {10--25}, } @article{klein_set_1999, title = {A set of principles for conducting and evaluating interpretive field studies in information systems}, volume = {23}, doi = {10.2307/249410}, language = {en}, number = {1}, journal = {MIS Quarterly}, author = {Klein, HK and Myers, MD}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/249410 2129771:8LFBZW4N 2486141:ZTLD2QRG}, pages = {67--94}, } @article{rana_shift_2018, title = {A shift from traditional pedagogy in {Nepali} rural primary schools? {Rural} teachers' capacity to reflect {ICT} policy in their practice}, volume = {14}, issn = {1814-0556, 1814-0556}, url = {https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice}, abstract = {Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.}, language = {English}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Rana, Karna and Greenwood, Janinka and Fox-Turnbull, Wendy and Wise, Stuart}, year = {2018}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N}, keywords = {Computer Uses in Education, Conventional Instruction, Curricula, ERIC, Current Index to Journals in Education (CIJE), Education, Educational Change, Educational technology, Elementary Education, Elementary School Teachers, Elementary Schools, Elementary schools, Foreign Countries, Learning, Nepal, Pedagogy, Rural Schools, Rural areas, Rural schools, School environment, Teacher Attitudes, Teacher education, Teaching, Teaching Experience, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095916, \_\_finaldtb, ⛔ No DOI found}, pages = {149--166}, } @article{burke_shifting_2018, title = {A shifting landscape: using tablets to support learning in students with diverse abilities}, volume = {27}, shorttitle = {A shifting landscape}, doi = {10.1080/1475939x.2017.1396492}, number = {2}, journal = {Technology, Pedagogy and Education}, author = {Burke, Anne and Hughes, Janette}, year = {2018}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1396492 10/gdm2tb 2129771:M9ZRQEM3 2129771:V2RSUT26}, keywords = {\_\_C:filed:1}, pages = {183--198}, } @article{_short_nodate, title = {A short guide on the use of technology in learning ({English}, {Arabic})دلیل مختصر حول استخدام التكنولوجیا في التعلّم}, abstract = {Haßler et al. - 2016 - A short guide on the use of technology in learning - (en,ar combined).pdf}, language = {en}, author = {ﺔﻌﻣﺎﺟ, جﺪﯾﺮﺒﻣﺎﻛ and ﺔﯿﻠﻛ, ﺔﯿﺑﺮﺘﻟا}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FXI79D59 2292090:DEDVY5IZ}, keywords = {TL:Arabic, TL:English, TL:Translated, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {17}, } @book{hasler_short_2016, title = {A short guide on the use of technology in learning: {Perspectives} and {Toolkit} for {Discussion}}, copyright = {All rights reserved}, shorttitle = {{ARM} {White} {Paper} - {Short}}, url = {http://bjohas.de/Publications/Perspectives}, publisher = {Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, Steve and Hennessy, S and Nichol, B}, year = {2016}, note = {EdTechHub.Source: 2405685:D2DUUSMC KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 2129771:FLFGQ2K9 2129771:IEVE675M 2129771:WS4R62LY 2292090:XRAGBI3Z 2339240:VNSW8D9S 2405685:D2DUUSMC}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, Monday, TL:English, TL:Translated, TranslationGoingAhead, Zenodo, \_r:ImportedToMyEducationEvidence}, } @article{kalimaposo_situational_2012, title = {A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6597/Teaching%20of%20Governance%20Issues%20-%20Article.pdf?sequence=1}, urldate = {2023-12-06}, author = {Kalimaposo, Kalisto and Kandondo, S. Chileshe and Matafwali, Beatrice and Mulenga, Innocent Mutale and Muleya, Gistered and Chakufyali, Peggy Nsama}, year = {2012}, note = {Publisher: Zambia Journal of Education}, keywords = {⛔ No DOI found}, } @techreport{mannah_skills_2012, title = {A {Skills} {Gap} {Analysis} for {Private} {Sector} {Development} in {Sierra} {Leone} 2012 {Economic} {Sector} {Work}}, url = {https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf}, language = {en}, author = {Mannah, Emmanuel and Ngadi Gibril, Yvonne}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VZ2VN2UA 2405685:RFM2MVCL}, keywords = {\_C:Sierra Leone SLE}, pages = {99}, } @article{rooyen_socially_2018, title = {A socially just pedagogy in the use of mobile devices in higher education? {The} case of {Humanities} first-year students at a {South} {African} university}, volume = {2}, issn = {25231154}, shorttitle = {A socially just pedagogy in the use of mobile devices in higher education?}, url = {https://www.scilit.net/article/9cd4f0d71267fc40476adb58d7e042e0}, doi = {10.36615/sotls.v2i2.66}, abstract = {In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser\’s idea of \‘participatory parity\’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls\&page=article\&op=view\&path\%5B\%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/}, language = {en}, number = {2}, urldate = {2020-08-12}, journal = {Scholarship of Teaching and Learning in the South}, author = {Rooyen, Carina Van and Marais, Ingrid Estha}, month = sep, year = {2018}, note = {Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.36615/sotls.v2i2.66 2129771:3H667WQZ}, keywords = {\_C:France FRA, \_C:India IND, \_C:Saudi Arabia SAU, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {53--70}, } @techreport{chisholm_south_2000, title = {A {South} {African} {Curriculum} for the twenty-first {Century}: {Report} of the {Review} {Committee} on {Curriculum} 2005}, shorttitle = {A {South} {African} {Curriculum} for the twenty-first {Century}}, author = {Chisholm, L. and Volmink, J. and Ndhlovu, T. and Potenza, E. and Muller, J. and Lubisi, C. and Vinjevold, P. and Ngozi, L. and Malan, B. and Mphahlele, L.}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HS2GLIQQ 2486141:HI48EYDC}, } @book{walker_study_2016, title = {A {Study} of {Agricultural} {Technical} and {Vocational} {Education} and {Training} ({ATVET}) in {Developing} {Countries}}, language = {en}, author = {Walker, K and Hofstetter, S}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JHIQJH3P 2317526:HMBJNTIK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Benin, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, F:gender, F:women, P:agricultural, P:agriculture, P:production, R:case study, T:Ausbildung, T:TVET, T:informal VET, publicImportV1, ⛔ No DOI found}, } @article{farooq_study_2012, title = {A study of online {English} language teacher education programmes in distance education context in {Pakistan}}, volume = {5}, issn = {1916-4742, 1916-4742}, url = {https://files.eric.ed.gov/fulltext/EJ1080034.pdf}, doi = {10.5539/elt.v5n11p91}, abstract = {Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.}, language = {English}, number = {11}, journal = {English Language Teaching}, author = {Farooq, Muhammad U. and Al Asmari, AbdulRahman and Javid, Choudhary Z.}, year = {2012}, note = {Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978}, keywords = {Access to Education, Blended Learning, Computer Mediated Communication, Control Groups, Costs, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Educational Quality, English (Second Language), Experimental Groups, Foreign Countries, Higher Education, Language Teachers, Masters Programs, Online Courses, Open Universities, Pakistan, Postsecondary Education, Pretests Posttests, Program Improvement, Second Language Instruction, Second Language Learning, Statistical Analysis, Student Attitudes, Student Characteristics, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096524, \_\_finaldtb}, pages = {91--103}, } @techreport{akogun_study_2018, title = {A study of the management and {Implementation} of the policy on special education needs and disability for improving access of persons with {Disabilities} to {Nigeria}’s basic education}, url = {www.nigeria-education.org}, language = {en}, author = {Akogun, Oladele B and Njobdi, Sani and Adebukola, Adebayo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ABJ5XKHF 2129771:AHQLVSJH 2129771:BURX3THQ 2129771:IVETX89H 2486141:Y3JFAZIH}, } @phdthesis{_study_2021, type = {Thesis}, title = {A {Study} on {Cambodia} {Pre}-service {Secondary} {School} {Teacher} {Education} with the {Perspective} of {Teacher} {Professionalism}}, url = {https://s-space.snu.ac.kr/handle/10371/177462}, abstract = {The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet.}, language = {eng}, urldate = {2022-07-13}, school = {서울대학교 대학원}, author = {이신애}, year = {2021}, note = {Accepted: 2022-03-25T05:55:55Z Journal Abbreviation: 교원전문성 관점으로 본 캄보디아 중 예비교사교육 연구 : 캄퐁츠낭 중등 학교를 중심으로}, } @phdthesis{mangu_study_2019, type = {{PhD} {Thesis}}, title = {A study on mobile devices used by individuals for formal learning}, author = {Mangu, Hohepa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5EJPQTGS}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Indonesia IDN, \_C:Kuwait KWT, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{shin_study_2020, title = {A study on the application of artificial intelligence in elementary science education}, volume = {39}, url = {https://koreascience.kr/article/JAKO202014264111267.page}, number = {1}, urldate = {2024-02-24}, journal = {Journal of Korean elementary science education}, author = {Shin, Won-Sub and Shin, Dong-Hoon}, year = {2020}, note = {Publisher: The Korean Elementary Science Education Society}, keywords = {⛔ No DOI found}, pages = {117--132}, } @article{bidassey-manilal_study_2020, title = {A study protocol to determine heat-related health impacts among primary schoolchildren in {South} {Africa}}, volume = {17}, doi = {10.3390/ijerph17155531}, number = {15}, journal = {International journal of environmental research and public health}, author = {Bidassey-Manilal, Shalin and Wright, Caradee Yael and Kapwata, Thandi and Shirinde, Joyce}, year = {2020}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph17155531 2129771:DDZERB3C 4682641:JDAC6C9S}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {5531}, } @article{liao_survey_2021, title = {A survey of bedroom ventilation types and the subjective sleep quality associated with them in {Danish} housing}, volume = {798}, issn = {0048-9697}, url = {https://www.sciencedirect.com/science/article/pii/S0048969721042820}, doi = {10.1016/j.scitotenv.2021.149209}, abstract = {We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4\% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was {\textgreater}5 indicating reduced sleep quality. 35.4\% of the bedrooms had mechanical, 24.6\% exhaust, and 40.0\% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.}, language = {en}, urldate = {2022-05-29}, journal = {Science of The Total Environment}, author = {Liao, Chenxi and Akimoto, Mizuho and Bivolarova, Mariya Petrova and Sekhar, Chandra and Laverge, Jelle and Fan, Xiaojun and Lan, Li and Wargocki, Pawel}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.scitotenv.2021.149209 2129771:5DU85DEJ 4682641:W4ZVX6EJ}, keywords = {BE:RELEVANT, Noise, Occupant behaviour, PSQI, Sleep disturbance, Stuffy air, Thermal comfort}, pages = {149209}, } @techreport{noauthor_survey_2017, address = {Ghana}, title = {A {Survey} of {ICT} {Capacity} in {Ghana}'s {Public} {Colleges} of {Education}}, abstract = {The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.}, institution = {Transforming Teacher Education and Learning}, month = oct, year = {2017}, doi = {10.5281/zenodo.3930827}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:CIHUHSF9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 2129771:CIHUHSF9 2405685:SX3J7SP9}, keywords = {Author:Haßler, \_r:ImportedToMyEducationEvidence, \_zenodoODE, docs.opendeved.net}, } @article{mcgreal_survey_2019, title = {A survey of {OER} implementations in 13 higher education institutions}, volume = {20}, doi = {10.19173/irrodl.v20i5.4577}, number = {5}, journal = {The International Review of Research in Open and Distributed Learning}, author = {McGreal, Rory}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v20i5.4577 4804264:QFPGLQBI}, keywords = {Final\_citation, cited, existing}, pages = {141--145}, } @techreport{unicef_survey_2020, title = {A {Survey} on {Impacts} of {COVID}-19 {Pandemic} on {Children} and {Young} {People} and {Their} {Needs}}, url = {https://www.unicef.org/thailand/media/4031/file}, urldate = {2020-08-20}, author = {{UNICEF} and {Children and Youth Council of Thailand} and {UNDP} and {UNFPA}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8MUNTF4J}, } @techreport{children_and_youth_council_of_thailand_survey_2020, title = {A {Survey} on {Impacts} of {COVID}-19 {Pandemic} on {Children} and {Young} {People} and {Their} {Needs}: {Online} {Survey} {Conducted} between 28 {March} and 10 {April} 2020}, url = {https://www.unicef.org/thailand/media/4031/file}, urldate = {2020-08-12}, author = {{Children and Youth Council of Thailand} and {UNICEF} and {The United Nations Development Programme (UNDP)} and {The United Nations Populations Fund (UNFPA)}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PLTTGVTJ 2405685:7VALEFX5}, keywords = {\_COVID\_DEAA-List}, } @article{bhanot_sustainable_2023, title = {A sustainable economic revival plan for post-{COVID}-19 using machine learning approach–a case study in developing economy context}, volume = {30}, url = {https://www.emerald.com/insight/content/doi/10.1108/BIJ-09-2021-0564/full/html}, doi = {10.1108/BIJ-09-2021-0564}, number = {6}, urldate = {2024-03-04}, journal = {Benchmarking: An International Journal}, author = {Bhanot, Neeraj and Ahuja, Jaya and Kidwai, Humaid Imran and Nayan, Ankit and Bhatti, Rajbir S.}, year = {2023}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-09-2021-0564 4804264:QYRECD3P}, keywords = {Final\_citation}, pages = {1782--1805}, } @article{pare_systematic_2013, title = {A systematic assessment of rigor in information systems ranking-type {Delphi} studies}, volume = {50}, doi = {10.1016/j.im.2013.03.003}, language = {en}, number = {5}, journal = {Information \& Management}, author = {Par‍‍‍é, G. and Cameron, A.-F. and Poba-Nzaou, P.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2013.03.003 2129771:XDC5B68Q 2486141:N3QLYHDM}, pages = {207--217}, } @article{bax_systematic_2007, title = {A systematic comparison of software dedicated to meta-analysis of causal studies}, volume = {7}, doi = {10.1186/1471-2288-7-40}, language = {en}, number = {1}, journal = {BMC Medical Research Methodology}, author = {Bax, L. and Yu, L.-M. and Ikeda, N.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2129771:M4NU8FZM 2129771:NXRX6GL2 2405685:CBA7Y2HX 2486141:GZCUKBSW}, pages = {1--9}, } @article{connolly_systematic_2012, title = {A systematic literature review of empirical evidence on computer games and serious games}, volume = {59}, issn = {03601315}, doi = {10.1016/j.compedu.2012.03.004}, language = {en}, number = {2}, journal = {Computers \& Education}, author = {Connolly, Thomas M. and Boyle, Elizabeth A. and MacArthur, Ewan and Hainey, Thomas and Boyle, James M.}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.03.004 4804264:TSUW4Z56}, keywords = {Final\_citation, cited, existing}, pages = {661--686}, } @article{merritt_systematic_2022, title = {A systematic literature review to identify evidence-based principles to improve online environmental education}, volume = {0}, issn = {1350-4622}, url = {https://doi.org/10.1080/13504622.2022.2032610}, doi = {10.1080/13504622.2022.2032610}, abstract = {Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.}, number = {0}, urldate = {2022-04-05}, journal = {Environmental Education Research}, author = {Merritt, Eileen G. and Stern, Marc J. and Powell, Robert B. and Frensley, B. Troy}, month = feb, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13504622.2022.2032610 KerkoCite.ItemAlsoKnownAs: 10.1080/13504622.2022.2032610 2129771:K74T9WSY}, keywords = {Distance learning, STEM, \_genre:LR-literature\_review, environmental literacy, literature review, online learning, virtual field trips}, pages = {1--21}, } @article{mystakidis_systematic_2022, title = {A systematic mapping review of augmented reality applications to support {STEM} learning in higher education}, volume = {27}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-021-10682-1}, doi = {10.1007/s10639-021-10682-1}, abstract = {While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Education and Information Technologies}, author = {Mystakidis, Stylianos and Christopoulos, Athanasios and Pellas, Nikolaos}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10682-1 2129771:EZALTF8H}, keywords = {\_genre:LR-literature\_review}, pages = {1883--1927}, } @article{haberland_systematic_2018, title = {A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights}, doi = {10.1016/j.jadohealth.2017.11.294}, journal = {Journal of Adolescent Health}, author = {Haberland, Nicole A. and McCarthy, Katharine J. and Brady, Martha}, year = {2018}, } @article{chevance_systematic_2023, title = {A systematic review of ambient heat and sleep in a warming climate}, url = {https://doi.org/10.1101/2023.03.28.23287841}, doi = {10.1101/2023.03.28.23287841}, abstract = {Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing.}, journal = {medRxiv (Cold Spring Harbor Laboratory)}, author = {Chevance, Guillaume and Minor, Kelton and Vielma, Constanza and Campi, Emmanuel and O’Callaghan-Gordo, Cristina and Basagaña, Xavier and Ballester, Joan and Bernard, Paquito}, month = mar, year = {2023}, note = {openalex: W4361213721 KerkoCite.ItemAlsoKnownAs: 10.1101/2023.03.28.23287841 2129771:WLNLZD67 5072953:BHS3W3ZK}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {--}, } @article{chevance_systematic_2024, title = {A systematic review of ambient heat and sleep in a warming climate}, issn = {1087-0792}, url = {https://doi.org/10.1016/j.smrv.2024.101915}, doi = {10.1016/j.smrv.2024.101915}, abstract = {Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing.}, journal = {Sleep Medicine Reviews}, author = {Chevance, Guillaume and Minor, Kelton and Vielma, Constanza and Campi, Emmanuel and O’Callaghan-Gordo, Cristina and Basagaña, Xavier and Ballester, Joan and Bernard, Paquito}, month = mar, year = {2024}, note = {openalex: W4392505490 KerkoCite.ItemAlsoKnownAs: 10.1016/j.smrv.2024.101915 2129771:GC6JAXQ7 5072953:TTBDT72P}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {101915--101915}, } @article{ji_systematic_2023, title = {A systematic review of conversational {AI} in language education: focusing on the collaboration with human teachers}, volume = {55}, issn = {1539-1523, 1945-0818}, shorttitle = {A systematic review of conversational {AI} in language education}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2022.2142873}, doi = {10.1080/15391523.2022.2142873}, language = {en}, number = {1}, urldate = {2024-02-24}, journal = {Journal of Research on Technology in Education}, author = {Ji, Hyangeun and Han, Insook and Ko, Yujung}, month = jan, year = {2023}, keywords = {\_z:no\_pdf}, pages = {48--63}, } @article{hale_systematic_2014, title = {A {Systematic} {Review} of {Effective} {Interventions} for {Reducing} {Multiple} {Health} {Risk} {Behaviors} in {Adolescence}}, volume = {104}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3987586/}, doi = {10.2105/ajph.2014.301874}, abstract = {We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.}, language = {English}, number = {5}, journal = {American Journal of Public Health}, author = {Hale, Daniel R and Fitzgerald-Yau, Natasha and Viner, Russel Mark}, month = mar, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.2105/ajph.2014.301874 2129771:LGNT6S8W 2486141:HG4LMU3C}, } @article{radianti_systematic_2020, title = {A systematic review of immersive virtual reality applications for higher education: {Design} elements, lessons learned, and research agenda}, volume = {147}, issn = {0360-1315}, shorttitle = {A systematic review of immersive virtual reality applications for higher education}, url = {https://www.sciencedirect.com/science/article/pii/S0360131519303276}, doi = {10.1016/j.compedu.2019.103778}, abstract = {Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.}, language = {en}, urldate = {2022-04-05}, journal = {Computers \& Education}, author = {Radianti, Jaziar and Majchrzak, Tim A. and Fromm, Jennifer and Wohlgenannt, Isabell}, month = apr, year = {2020}, keywords = {Augmented and virtual reality, Cooperative/collaborative learning, Distance education and online learning, Human–computer interface, Media in education}, pages = {103778}, } @article{zhang_systematic_2018, title = {A {Systematic} {Review} of {Learning} and {Teaching} with {Tablets}.}, journal = {International Association for Development of the Information Society}, author = {Zhang, Lechen and Nouri, Jalal}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:K93YVKNX}, keywords = {\_\_C:filed:1, literature / systematic review, ⛔ No DOI found}, } @article{zhang-kennedy_systematic_2021, title = {A {Systematic} {Review} of {Multimedia} {Tools} for {Cybersecurity} {Awareness} and {Education}}, volume = {54}, issn = {0360-0300}, url = {https://doi.org/10.1145/3427920}, doi = {10.1145/3427920}, abstract = {We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial.}, number = {1}, urldate = {2022-04-05}, journal = {ACM Computing Surveys}, author = {Zhang-Kennedy, Leah and Chiasson, Sonia}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3427920 2129771:J8RFEA77}, keywords = {Cybersecurity educational tools, \_genre:LR-literature\_review, cybersecurity awareness and education}, pages = {12:1--12:39}, } @misc{bethel_systematic_2014, title = {A {Systematic} {Review} of {One}-to-{One} {Access} to {Laptop} {Computing} in {K}-12 {Classrooms}: {An} {Investigation} of {Factors} {That} {Influence} {Program} {Impact}}, language = {en}, author = {Bethel, Edward C.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:N69TQFF4}, keywords = {Final\_citation, anystyle, existing}, } @article{svela_systematic_2019, title = {A systematic review of tablet technology in mathematics education}, doi = {10.3991/ijim.v13i08.10795}, author = {Svela, Alexander and Nouri, Jalal and Viberg, Olga and Zhang, Lechen}, year = {2019}, note = {Publisher: International Association of Online Engineering KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v13i08.10795 2129771:MSWD7C28}, keywords = {\_\_C:filed:1}, } @article{shamliyan_systematic_2010, title = {A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases}, volume = {63}, doi = {10.1016/j.jclinepi.2010.04.014}, language = {en}, number = {10}, journal = {Journal of Clinical Epidemiology}, author = {Shamliyan, T. and Kane, R.L. and Dickinson, S.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2010.04.014 2129771:C9N8AA25 2486141:KDQT74WR}, pages = {1061--1070}, } @article{chinedu_cc_systematic_2018, title = {A {Systematic} {Review} {On} {Education} for {Sustainable} {Development}: {Enhancing} {TVE} {Teacher} {Training} {Programme}}, volume = {10}, issn = {22298932, 26007932}, shorttitle = {A {Systematic} {Review} {On} {Education} for {Sustainable} {Development}}, url = {http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1678/1526}, doi = {10.30880/jtet.2018.10.01.009}, abstract = {As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Technical Education and Training}, author = {{Chinedu C.C.} and {Wan Mohamed W.A.} and {Ajah A.O.}}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2018.10.01.009 2129771:JWQTMFDN}, keywords = {\_genre:LR-literature\_review}, pages = {109--125}, } @article{thilakaratne_systematic_2019, title = {A {Systematic} {Review} on {Literature}-based {Discovery}: {General} {Overview}, {Methodology}, \& {Statistical} {Analysis}}, volume = {52}, issn = {0360-0300}, shorttitle = {A {Systematic} {Review} on {Literature}-based {Discovery}}, url = {https://dl.acm.org/doi/10.1145/3365756}, doi = {10.1145/3365756}, abstract = {The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.}, number = {6}, urldate = {2024-01-18}, journal = {ACM Computing Surveys}, author = {Thilakaratne, Menasha and Falkner, Katrina and Atapattu, Thushari}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2129771:U5DSYVWM 2129771:UVUMG9JU 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK}, keywords = {LBD, Literature-based discovery, hypotheses generation, knowledge discovery, literature mining, systematic review, text mining}, pages = {129:1--129:34}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @techreport{clark-wilson_theory_2021, type = {Working {Paper}}, title = {A {Theory} of {Change} for a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2T7DPIBU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4610089}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4610089 2129771:ZK35RSBU 2339240:D4Q4RX94 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:NP95DHA2 2405685:Q2MS5ZSE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{clark-wilson_theory_2022, title = {A {Theory} of {Change} for {Parents} and {Caregivers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, url = {https://docs.edtechhub.org/lib/GQSKFD62}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, urldate = {2023-01-18}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Ahmed, Shakil and Mazari, Haani and Kaye, Tom and Radford, Kate and Otieno, Jennifer}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0126}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0126 2129771:PQ3SHGIX 4426965:L8Z8PRYX}, } @incollection{sharples_theory_2010, title = {A theory of learning for the mobile age}, booktitle = {Medienbildung in neuen {Kulturräumen}}, publisher = {Springer}, author = {Sharples, Mike and Taylor, Josie and Vavoula, Giasemi}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UCZH8HRH 257089:ZTJJVSXQ}, pages = {87--99}, } @article{germonprez_theory_2007, title = {A theory of tailorable technology design}, volume = {8}, doi = {10.17705/1jais.00131}, language = {en}, number = {6}, journal = {Journal of the Association for Information Systems}, author = {Germonprez, M. and Hovorka, D. and Hovorka, D.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00131 2129771:N2R8CIA4 2486141:AX8Z4W2U}, pages = {351--367}, } @article{larsen_tool_2016, title = {A tool for addressing construct identity in literature reviews and meta-analyses}, volume = {40}, doi = {10.25300/MISQ/2016/40.3.01}, language = {en}, number = {3}, journal = {MIS Quarterly}, author = {Larsen, K.R. and Bong, C.H.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2016/40.3.01 2129771:W8JNXB4D 2486141:CHPUED6B}, keywords = {\_z:no\_pdf}, pages = {529--551}, } @techreport{lansdown_toolkit_2014, address = {London, UK}, title = {A {Toolkit} for {Monitoring} and {Evaluating} {Children}’s {Participation} — {Introduction}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf}, abstract = {Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.}, number = {1}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RVZVEC79 2486141:S28P8443}, keywords = {CitedIn:eCubed, \_yl:a, eCubed}, } @phdthesis{doogan_topic_2022, type = {{PhD} {Thesis}}, title = {A {Topic} is {Not} a {Theme}: {Towards} a {Contextualised} {Approach} to {Topic} {Modelling}}, shorttitle = {A {Topic} is {Not} a {Theme}}, url = {https://scholar.archive.org/work/oxqvp3wizffwph6zyspz53zeri/access/wayback/https://au-east.erc.monash.edu.au/fpfiles/36222867/Caitlin_Doogan___PhD_Thesis___2022__Post_examination_.pdf?AWSAccessKeyId=e00145a6f706457aab45051570081e49&Expires=1657662627&Signature=An36ELCMgoyi1Zfb8CoBMf5aswE%3D}, urldate = {2024-02-23}, school = {Monash University}, author = {Doogan, Caitlin}, year = {2022}, } @article{callaghan_topography_2020, title = {A topography of climate change research}, volume = {10}, issn = {1758-678X}, url = {https://doi.org/10.1038/s41558-019-0684-5}, doi = {10.1038/s41558-019-0684-5}, abstract = {The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports.}, number = {2}, journal = {Nature Climate Change}, author = {Callaghan, Max and Minx, Jan C. and Forster, Piers M.}, month = jan, year = {2020}, note = {openalex: W3003135817 mag: 3003135817 KerkoCite.ItemAlsoKnownAs: 10.1038/s41558-019-0684-5 2129771:5RPFLH46 5072953:5UJ4Q23Z}, keywords = {openalex:cites, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {118--123}, } @phdthesis{andrade_transicao_2009, type = {{PhD} {Thesis}}, title = {A transição escola-trabalho em {Cabo} {Verde}: os sentidos da formação profissional para os jovens de baixa renda}, url = {http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf}, language = {Portuguese}, school = {Universidade de São Paulo}, author = {Andrade, Maria Odete dos Reis de and {others}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WZYIC97I 2317526:WTKVWRR4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cape Verde, CLL:pt, publicImportV1}, } @article{martin-martin_two-sided_2016, title = {A two-sided academic landscape: portrait of highly-cited documents in {Google} {Scholar} (1950-2013)}, shorttitle = {A two-sided academic landscape}, journal = {arXiv preprint arXiv:1607.02861}, author = {Martín-Martín, Alberto and Orduna-Malea, Enrique and Ayllón, Juan M. and López-Cózar, Emilio Delgado}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J49JM9ZN}, keywords = {⛔ No DOI found}, } @misc{noauthor_typology_2020, title = {A typology and framework for professional learning communities ({PLCs}) in {LMICs}}, url = {https://researchforevidence.fhi360.org/a-typology-and-framework-for-professional-learning-communities-plcs-in-lmics}, abstract = {Professional learning communities (PLCs) are an alternative approach to teacher professional development, especially in low-and-middle income countries (LMICs). Existing conceptualizations of PLCs in Western literature, however, don’t recognize that PLCs in LMICs may operate differently to reflect local contexts. In fact, much of the literature considers PLCs only school-based, organic initiatives and doesn’t acknowledge that PLCs in LMICs are often purposeful and part of broad educational reforms. A previous post describes this lack of evidence. In order to address this lack of evidence, we realized we first needed a conceptual understanding of PLCs, grounded in the realities of LMICs. So we conducted a study in Equatorial Guinea, Ghana and Nigeria to create a typology of PLCs in sub-Saharan Africa. We then combined our typology with existing conceptualizations to inform the design of a PLC framework. Our framework establishes conceptual foundations for future research and equips practitioners with guidance for designing and promoting PLCs. We describe our findings and the integrated conceptual framework we created in this post.}, language = {en-US}, urldate = {2021-03-02}, journal = {R\&E Search for Evidence}, month = dec, year = {2020}, note = {Section: Uncategorized}, } @article{soares_typology_2020, title = {A {Typology} of {Professional} {Learning} {Communities} ({PLC}) for {Sub}-{Saharan} {Africa}: {A} {Case} study of {Equatorial} {Guinea}, {Ghana}, and {Nigeria}}, volume = {9}, copyright = {Copyright (c) 2020 African Journal of Teacher Education}, issn = {1916-7822}, shorttitle = {A {Typology} of {Professional} {Learning} {Communities} ({PLC}) for {Sub}-{Saharan} {Africa}}, url = {https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6271}, doi = {10.21083/ajote.v9i2.6271}, abstract = {In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.}, language = {en}, number = {2}, urldate = {2021-03-12}, journal = {African Journal of Teacher Education}, author = {Soares, Fernanda and Galisson, Kirsten and Laar, Mindel van de}, month = nov, year = {2020}, note = {Number: 2}, keywords = {Professional Development, Professional Learning Communities, Professional Learning Communities Teaching Practices, Sub-Saharan Africa, Teachers, Teaching Practices}, pages = {110--143}, } @article{grant_typology_2009, title = {A typology of reviews: an analysis of 14 review types and associated methodologies}, volume = {26}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {A typology of reviews}, url = {https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies}, doi = {10.1111/j.1471-1842.2009.00848.x}, abstract = {Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.}, language = {en}, number = {2}, urldate = {2020-06-15}, journal = {Health Information \& Libraries Journal}, author = {Grant, Maria J. and Booth, Andrew}, year = {2009}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J}, pages = {91--108}, } @misc{noauthor_unesco_au_nodate, title = {A {UNESCO}\_AU {Report} on {Education} in {Africa}\_.pdf}, } @misc{ajadi_way_2011, title = {'{A} {Way} of {Looking} (on hearing the death of {Osama} {Bin} {Laden})'}, language = {en}, author = {Ajadi, S.B.}, year = {2011}, } @techreport{glennerster_well-incentivised_2018, title = {A {Well}-{Incentivised} {Education} {System}}, author = {Glennerster, R and Lea, N and Rudge, A and Fell, S and Mulligan, R}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UE3XYLUP 2486141:FPXS9DU4}, } @misc{noauthor_years_nodate, title = {A year's worth of education for 30¢, \& other 'best buys'}, url = {https://80000hours.org/podcast/episodes/rachel-glennerster-best-buys-in-international-development/}, abstract = {"In developing countries, more teachers or books seem to have no impact."}, language = {en-US}, urldate = {2020-07-29}, journal = {80,000 Hours}, note = {Library Catalog: 80000hours.org KerkoCite.ItemAlsoKnownAs: 2129771:8RTSFNRJ}, } @misc{hasler_zotero_2020, title = {A {Zotero} plugin for the {EdTech} {Hub} (edtechhub/zotero-edtechhub)}, url = {https://github.com/edtechhub/zotero-edtechhub}, urldate = {2020-07-11}, publisher = {EdTech Hub}, author = {Haßler, Björn and Heyns, Emiliano}, month = jun, year = {2020}, note = {original-date: 2019-07-21T13:56:04Z KerkoCite.ItemAlsoKnownAs: 2129771:2RSI4K7E}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{a2i_a2i_2020, title = {a2i: {Innovate} for {All}}, url = {https://a2i.gov.bd/}, urldate = {2020-04-08}, author = {a2i}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:ZRG2DF5Z}, } @techreport{a_abc_2020, title = {abc}, abstract = {something}, author = {a, b}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I9X8F88Q}, } @misc{noauthor_abdullahs_nodate, title = {Abdullah's presentation(s)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ETDBCWJI 2292090:8W3ENITI 8W3ENITI}, keywords = {\_}, } @misc{oecs_about_nodate, title = {About {OECS}/{USAID} {ELP}}, url = {https://oecs.org/elp-about}, urldate = {2020-12-06}, journal = {OECS}, author = {{OECS}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AEV5LPUN 2486141:XB9E5X3P}, } @article{orduna-malea_about_2014, title = {About the size of {Google} {Scholar}: playing the numbers}, shorttitle = {About the size of {Google} {Scholar}}, journal = {arXiv preprint arXiv:1407.6239}, author = {Orduña-Malea, Enrique and Ayllón, Juan Manuel and Martín-Martín, Alberto and López-Cózar, Emilio Delgado}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z6HDYWFS}, keywords = {⛔ No DOI found}, } @techreport{mcnally_abra_2016, title = {{ABRA}: {Online} {Reading} {Support}. {Evaluation} {Report} and {Executive} {Summary}}, shorttitle = {{ABRA}}, url = {https://eric.ed.gov/?id=ED581099}, abstract = {Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at "the non-Information and Communication Technologies (ICT) intervention"). There were 51 participating schools and 2,241 pupils at randomization, and a total of 48 schools and 1,884 pupils were included in the final analysis (84\% of the initial pupils at randomization). The trial took place between October 2014 and May 2015. Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a "control" school delivering business as usual. In the schools receiving the intervention, pupils were randomized to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts. This was an efficacy study, due to the involvement of the developer in the delivery of the program. Key conclusions of this report are: (1) The children who received ABRA, or its offline alternative were found to make two and three months' progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance; (2) For both ABRA and the offline alternative, the impact for children eligible for free school meals and children with below average pre-test outcomes was larger than for all pupils; (3) Successful implementation contributed to a well-designed and delivered training program which emphasized fidelity and consistency, enforced by ongoing support from the project team; (4) The process evaluation found that both the ICT and non-ICT interventions may be best delivered in groups of similar rather than mixed ability. The process evaluation also suggested minor changes to the intervention to make it more culturally relevant to British pupils, and to remove some repetition in the non-ICT program; and (5) Future research will examine whether ABRA or the non-ICT intervention can be successfully delivered at scale, and will look at longer-term impacts through assessing Key Stage 1 data from this trial.}, language = {en}, urldate = {2023-10-26}, institution = {Education Endowment Foundation}, author = {McNally, Sandra and Ruiz-Valenzuela, Jenifer and Rolfe, Heather}, month = oct, year = {2016}, note = {Publication Title: Education Endowment Foundation ERIC Number: ED581099 KerkoCite.ItemAlsoKnownAs: 2129771:YVVDH5N2 2486141:3IXCDD64}, keywords = {Comparative Analysis, Diagnostic Tests, Educational Technology, Elementary School Students, Foreign Countries, Intervention, Literacy Education, Low Income Groups, Online Courses, Phonics, Pretests Posttests, Program Effectiveness, Program Evaluation, Randomized Controlled Trials, Reading Programs, Reading Tests, Small Group Instruction, Student Characteristics, Technology Uses in Education}, } @article{zhang_academias_2022, title = {Academia's responses to crisis: {A} bibliometric analysis of literature on online learning in higher education during {COVID}-19}, volume = {n/a}, issn = {1467-8535}, shorttitle = {Academia's responses to crisis}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13191}, doi = {10.1111/bjet.13191}, abstract = {This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning.}, language = {en}, number = {n/a}, urldate = {2022-04-05}, journal = {British Journal of Educational Technology}, author = {Zhang, Ling and Carter Jr., Richard Allen and Qian, Xueqin and Yang, Sohyun and Rujimora, James and Wen, Shuman}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13191}, keywords = {COVID-19, bibliometric analysis, innovative pedagogical strategies, online higher education, technology}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4726112}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726112 2129771:RVEE6LU6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:fb}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programme}: {Synthesis} of {Qualitative} {Data} and {High}-level {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendevd.net/lib/XAMQ949U}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Blower, Thomas and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = mar, year = {2021}, doi = {10.5281/zenodo.4780099}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 10.5281/zenodo.4780099 2129771:XAMQ949U 2405685:I9KQL5GV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:c, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programmes} in the {Eastern} {Caribbean} — {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZA3GVBD}, abstract = {This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and Megha-Bongnkar, Ghislaine}, month = jan, year = {2021}, doi = {10.5281/zenodo.4780577}, note = {previousDOI: 10.5281/zenodo.4780096 previousDOI: 10.5281/zenodo.4555872 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 10.5281/zenodo.4780096 10.5281/zenodo.4780577 2129771:4QYUIYNJ 2129771:DZA3GVBD 2405685:MNS7ECK7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:b, \_zenodo:submitted, \_zenodoETH:submitted}, } @article{toquero_academic_2021, title = {Academic {Silver} {Linings} in a {Philippine} {State} {University} {Amid} the {Early} {Stages} of {Pandemic} {Cases}}, volume = {8}, copyright = {Copyright (c) 2021 Cathy Mae Toquero}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/498}, abstract = {The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country  (Philippines)  responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Toquero, Cathy Mae}, month = jul, year = {2021}, note = {Number: 2}, keywords = {COVID-19, Philippines, \_genre:PR-primary\_research, crisis response strategy, emergency response, higher education, social media, ⛔ No DOI found}, pages = {448--455}, } @phdthesis{kraft_academic_2018, type = {{PhD} {Thesis}}, title = {{ACADEMIC} {USE} {OF} {MOBILE} {TECHNOLOGY} {BY} {STUDENT} {ATHLETES} {AT} {A} {LARGE} {DIVISION} {I} {MIDWESTERN} {UNIVERSITY}: {A} {GROUNDED} {THEORY} {STUDY}}, shorttitle = {{ACADEMIC} {USE} {OF} {MOBILE} {TECHNOLOGY} {BY} {STUDENT} {ATHLETES} {AT} {A} {LARGE} {DIVISION} {I} {MIDWESTERN} {UNIVERSITY}}, author = {Kraft, Nicole}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5V26P7PE 2129771:97RJVUH6}, keywords = {\_C:Cyprus CYP, \_C:Estonia EST, \_C:Ireland IRL, \_C:Italy ITA, \_C:Kuwait KWT, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{budge_academics_2016, title = {Academics who tweet: “messy” identities in academia}, volume = {8}, issn = {2050-7003}, shorttitle = {Academics who tweet}, url = {https://doi.org/10.1108/JARHE-11-2014-0114}, doi = {10.1108/jarhe-11-2014-0114}, abstract = {Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.}, number = {2}, urldate = {2020-02-24}, journal = {Journal of Applied Research in Higher Education}, author = {Budge, Kylie and Lemon, Narelle and McPherson, Megan}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/jarhe-11-2014-0114 2129771:TPV6VFC4 2317526:BCFHAL2D}, keywords = {Academics, Artists, Identity, Narrative inquiry, Social media, Twitter}, pages = {210--221}, } @techreport{damani_accelerated_2020, type = {Rapid {Evidence} {Review}}, title = {Accelerated {Learning} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/I4UFGAQA}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Damani, Kalifa}, year = {2020}, doi = {10.5281/zenodo.4556941}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:9MZRHWYE 2405685:9BWHLEWZ 2405685:I4UFGAQA 2339240:TQLWMAIZ Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 2405685:I4UFGAQA zotzenLib.CopiedFrom: 2405685:I4UFGAQA}, keywords = {L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v2, \_zenodoETH, ⛔ No DOI found}, } @techreport{damani_accelerated_2020, title = {Accelerated {Learning} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Accelerated {Learning} and {EdTech}}, language = {en}, institution = {EdTech Hub}, author = {Damani, Kalifa}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GBVDSAA5}, keywords = {Final\_citation, cited, existing}, } @article{akbiyik_accelerated_2009, title = {Accelerated {Learning} in {Classroom} and {Computer} {Environments}}, abstract = {Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments.}, language = {en}, author = {Akbıyık, Cenk and Şimsek, Nurettin}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T6JYI3MA 4804264:H3LCY42S}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {21}, } @inproceedings{yaniawati_accelerated_2017, address = {Singapore, Singapore}, title = {Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning}, isbn = {978-1-4503-5293-2}, url = {http://dl.acm.org/citation.cfm?doid=3124116.3124128}, doi = {10.1145/3124116.3124128}, abstract = {This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.}, language = {en}, urldate = {2020-08-12}, booktitle = {Proceedings of the 2017 {International} {Conference} on {Education} and {Multimedia} {Technology} - {ICEMT} '17}, publisher = {ACM Press}, author = {Yaniawati, R. Poppy and Kartasasmita, Bana G. and Kariadinata, Rahayu and Sari, Evi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3124116.3124128 2339240:P9KE8ZRT 4804264:BCKPGTPH}, keywords = {Final\_citation, cited, existing}, pages = {53--57}, } @inproceedings{yaniawati_accelerated_2017, address = {Singapore, Singapore}, title = {Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning}, isbn = {978-1-4503-5293-2}, url = {http://dl.acm.org/citation.cfm?doid=3124116.3124128}, doi = {10.1145/3124116.3124128}, abstract = {This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.}, language = {en}, urldate = {2020-07-25}, booktitle = {Proceedings of the 2017 {International} {Conference} on {Education} and {Multimedia} {Technology} - {ICEMT} '17}, publisher = {ACM Press}, author = {Yaniawati, R. Poppy and Kartasasmita, Bana G. and Kariadinata, Rahayu and Sari, Evi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3124116.3124128 2129771:XDURBWJH 2486141:H5R6ZU56}, keywords = {\_AcademicRecoveryOECS}, pages = {53--57}, } @techreport{longden_accelerated_2013, title = {Accelerated learning programmes: what can we learn from them about curriculum reform?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000225950}, language = {English}, urldate = {2020-07-27}, institution = {UNESCO}, author = {Longden, Ken}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AGK7774Z 2129771:QP88PPQ2 2405685:N3L7U5B2 2486141:UUP64T8R}, } @techreport{unesco_accelerated_nodate, title = {Accelerated learning programmes: what can we learn from them about curriculum reform? - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000225950}, urldate = {2022-01-18}, author = {{UNESCO}}, } @article{randall_accelerated_2020, title = {Accelerated {Learning} {Programs} for {Out}-of-{School} {Girls}: {The} {Impact} on {Student} {Achievement} and {Traditional} {School} {Enrollment}}, volume = {6}, issn = {2326-3873}, shorttitle = {Accelerated {Learning} {Programs} for {Out}-of-{School} {Girls}}, url = {https://eric.ed.gov/?id=EJ1248094}, doi = {10.32865/fire20206225}, abstract = {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.}, language = {en}, number = {2}, urldate = {2020-06-19}, journal = {FIRE: Forum for International Research in Education}, author = {Randall, Jennifer and O'Donnell, Francis and Botha, Sandra M.}, year = {2020}, note = {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}, pages = {1--23}, } @article{mollette_accelerated_2020, title = {Accelerated {Middle} {School} {Programs}: {Preliminary} {Indicators} of {Long}-{Term} {Academic} {Benefits} for {Over}-age {Youth}}, issn = {10824669 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085874198&doi=10.1080%2f10824669.2020.1757453&partnerID=40&md5=66f2e9459ab4d62e70495b3b762fbbe6}, doi = {10.1080/10824669.2020.1757453}, abstract = {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.}, language = {English}, journal = {Journal of Education for Students Placed at Risk}, author = {Mollette, M. and Villa, B. and Cate, D.}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2020.1757453 2129771:LQJGM2ZT 2339240:QRYQUHL6 2486141:GIXHKTDU}, keywords = {Marginalised, \_AcademicRecoveryOECS}, } @article{siddiqui_accelerated_2016, title = {Accelerated {Reader} as a {Literacy} {Catch}-{Up} {Intervention} during {Primary} to {Secondary} {School} {Transition} {Phase}}, volume = {68}, url = {https://dro.dur.ac.uk/16393/1/16393.pdf}, doi = {10.1080/00131911.2015.1067883}, abstract = {This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance.}, number = {2}, journal = {Educational Review}, author = {Siddiqui, Nadia and Gorard, Stephen and See, Beng Huat}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2015.1067883 2129771:VB48C4RP 2486141:XGUKUNHY}, keywords = {\_Added to LR, \_G:reviewed}, pages = {139--154}, } @article{harfouche_accelerating_2019, title = {Accelerating climate resilient plant breeding by applying next-generation artificial intelligence}, volume = {37}, url = {https://www.cell.com/trends/biotechnology/fulltext/S0167-7799(19)30114-3}, doi = {10.1016/j.tibtech.2019.05.007}, number = {11}, urldate = {2024-02-24}, journal = {Trends in biotechnology}, author = {Harfouche, Antoine L. and Jacobson, Daniel A. and Kainer, David and Romero, Jonathon C. and Harfouche, Antoine H. and Mugnozza, Giuseppe Scarascia and Moshelion, Menachem and Tuskan, Gerald A. and Keurentjes, Joost JB and Altman, Arie}, year = {2019}, note = {Publisher: Elsevier}, pages = {1217--1235}, } @article{amadieu_acceptabilite_2019, title = {Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes}, shorttitle = {Acceptabilité des technologies d'apprentissage mobile}, author = {Amadieu, Franck and Mulet, Julie and Van der Linden, Jan and Lombard, Jordan and Van De Leemput, Cécile}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SK384VSY}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:France FRA, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{yahaya_acceptance_2020, title = {Acceptance on open and distance learning method amongst special education needs teachers during movement control order}, volume = {14}, number = {1}, journal = {Journal of Media and Information Warfare (JMIW)}, author = {Yahaya, Nasiha Hanis}, year = {2020}, note = {Publisher: Centre For Media And Information Warfare Studies}, keywords = {⛔ No DOI found}, pages = {68--79}, } @article{ventura_acceso_2018, title = {Acceso, uso y actitud de la tecnología en las escuelas de {Educación} {Primaria}}, volume = {47}, number = {3}, journal = {Aula Abierta}, author = {Ventura, Raúl Céspedes and Pagán, Javier Ballesta}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ATHHY2RA 2129771:I25GY2WY 2129771:WIGUIP34}, keywords = {\_\_C:filed:1, ❓ Multiple DOI}, pages = {355--364}, } @phdthesis{owolabi_access_2017, type = {{PhD} {Thesis}}, title = {Access and use of clinical informatics among medical doctors in selected teaching hospitals in {Nigeria} and {South} {Africa}}, school = {University of Zululand}, author = {Owolabi, Kehinde Aboyami}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UT98R4VX}, keywords = {\_C:Angola AGO, \_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kuwait KWT, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mwinzi_access_2010, title = {Access to and {Retention} of {Early} {School} {Leavers} in {Basic} {Technical} {Education} in {Kenya}}, url = {https://brill.com/view/book/edcoll/9789460912849/BP000017.xml}, doi = {10.1163/9789460912849_017}, abstract = {{\textless}section class="abstract"{\textgreater}{\textless}p{\textgreater}Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.{\textless}/p{\textgreater}{\textless}/section{\textgreater}}, language = {en}, urldate = {2020-02-02}, journal = {The Burden of Educational Exclusion}, author = {Mwinzi, Dinah Changwony and Kelemba, Joy Kasandi}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1163/9789460912849\_017 2129771:YDNNGQI6 2317526:3MNLL4EW}, pages = {241--256}, } @article{moyi_access_2012, title = {Access to {Education} for {Children} with {Disabilities} in {Uganda}: {Implications} for {Education} for {All}.}, volume = {2}, shorttitle = {Access to {Education} for {Children} with {Disabilities} in {Uganda}}, number = {2}, journal = {Journal of International Education and Leadership}, author = {Moyi, Peter}, year = {2012}, note = {Publisher: ERIC}, keywords = {⛔ No DOI found}, pages = {n2}, } @article{aljabri_access_2020, title = {Access to educational technology and its implications on learning outcomes of 15-year olds in {Saudi} {Arabia} empirical evidence from {OECD} {PISA} 2018 in the context of {COVID}-19}, volume = {6}, number = {1}, journal = {Journal of Educational Science}, author = {Aljabri, Nayyaf and Bhutoria, Aditi}, year = {2020}, keywords = {⛔ No DOI found}, pages = {367--400}, } @techreport{hasler_access_2009, title = {Access to {Open} {Educational} {Resources}: {Report} of a {UNESCO} {OER} {Community} {Discussion}.}, copyright = {Creative Commons: Attribution Share Alike 2.5}, language = {en}, institution = {IIEP}, author = {Haßler, Björn}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {59}, } @techreport{beoku-betts_access_2024, title = {Access to {Technology} for {School} {Leaders} and {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/2Q2INNMM}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Beoku-Betts, Iman}, month = mar, year = {2024}, doi = {10.53832/opendeved.1069}, note = {ZenodoArchiveID: 10459346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1069 ZenodoArchiveConcept: 10459345}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{unicef_accessible_nodate, title = {Accessible {Digital} {Learning} {Portal} — {eKitabu}: {Digital} story time}, shorttitle = {{eKitabu}}, url = {https://accessibledigitallearning.org/resource/ekitabu-digital-story-time/}, abstract = {eKitabu Studio KSL Director Georgine Auma signing in Kenyan Sign Language on a Digital Story Time video (ekitabu, Kenya, 2020) About: Digital Story Time (DST) is an accessible digital content initiative launched by KICD (Kenyan Institute for Curriculum Development) and eKitabu in Kenya and which helped to respond to the remote learning needs of students […]}, language = {en-US}, urldate = {2022-04-17}, journal = {Accessible Digital Learning Portal}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BS4ADU6V}, } @techreport{unicef_accessible_2019, title = {Accessible {Digital} {Textbooks} {Using} {Universal} {Design} for {Learning} for {Learners} with and {Without} {Disabilities}}, url = {https://static1.squarespace.com/static/5cb1f6beaadd34703fcc968c/t/6086e975ef5aa815667f9e3f/1619454329209/UNICEF+ADT+Emerging+Lessons.pdf}, urldate = {2022-10-21}, author = {{UNICEF}}, year = {2019}, } @inproceedings{adelman_accounting_2011, title = {Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time}, author = {Adelman, E.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9LXEUU2G 2486141:AB4H3728}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed, ⛔ No DOI found}, } @misc{cotvet_accredited_2020, title = {Accredited {Institutions}}, url = {https://cotvet.gov.gh/accredited-institutions/}, language = {en-US}, urldate = {2020-07-13}, author = {{COTVET}}, year = {2020}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:C38EJT34}, } @inproceedings{kadzamira_achievements_2005, title = {Achievements and {Challenges} in {Meeting} the {Gender} {Equity} {Goals} in {EFA} in {Sub}-{Saharan} {Africa} with a {Focus} on {Southern} {Africa}}, language = {en}, author = {Kadzamira, E.C.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A833474E 4752638:HGBLHBTM 4752638:YTKHVD73}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{silva_achieving_2021, title = {Achieving {Community} {Development} through an {Agricultural} {Extension} {Programme}: {Technology} {Dissemination} for {Mushroom} {Farmers}}, volume = {8}, copyright = {Copyright (c) 2021 Nilantha De Silva, Mahinda Wijeratne}, issn = {2311-1550}, shorttitle = {Achieving {Community} {Development} through an {Agricultural} {Extension} {Programme}}, url = {https://jl4d.org/index.php/ejl4d/article/view/481}, abstract = {Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Silva, Nilantha De and Wijeratne, Mahinda}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:A36LZWPK}, keywords = {Agricultural extension, L3F programme, \_genre:PR-primary\_research, community development, mushroom, ⛔ No DOI found}, pages = {398--411}, } @techreport{bagby_achieving_2022, title = {Achieving {Cost}-{Effective} {Instructional} {Coaching} at {Scale}: {Evidence} from {Senegal}}, shorttitle = {Achieving {Cost}-{Effective} {Instructional} {Coaching} at {Scale}}, language = {en}, institution = {Chemonics International}, author = {Bagby, Emilie and Swift-Morgan, Jennifer and Niang, Ablaye and Upadhyay, Arjun}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:8AGIFNPV 4804264:N5EEDTIJ}, keywords = {Final\_citation, cited, existing}, } @misc{eldridge-thomas_achieving_2021, title = {Achieving {Net} {Zero} within the {NHS}: {System}-wide transition to greener, sustainable care}, url = {https://doi.org/10.17863/CAM.82738}, language = {en}, author = {Eldridge-Thomas, B. and Carden, S. and Bücker, C. and Davies, B. and Ajadi, S.B. and Coffey, C. and Fauconberg, A.}, year = {2021}, doi = {10.17863/CAM.82738}, } @article{burns_achieving_2018, title = {Achieving quality in early childhood education in the {Eastern} {Caribbean} depends on teacher preparation}, volume = {188}, doi = {10.1080/03004430.2017.1310723}, number = {9}, journal = {Early Child Development and Care}, author = {Burns, Sheron C.}, year = {2018}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1310723 2129771:JFDI73T9}, pages = {1246--1259}, } @article{bandara_achieving_2015, title = {Achieving {Rigor} in {Literature} {Reviews}: {Insights} from {Qualitative} {Data} {Analysis} and {Tool}-{Support}}, volume = {37}, issn = {1529-3181}, shorttitle = {Achieving {Rigor} in {Literature} {Reviews}}, url = {https://aisel.aisnet.org/cais/vol37/iss1/8}, doi = {10.17705/1CAIS.03708}, number = {1}, journal = {Communications of the Association for Information Systems}, author = {Bandara, Wasana and Furtmueller, Elfi and Gorbacheva, Elena and Miskon, Suraya and Beekhuyzen, Jenine}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1CAIS.03708 2129771:M2W6XUVV 2486141:CULGBTIZ 2486141:ZWVXM6DL}, pages = {154--204}, } @book{lange_achieving_2016, title = {Achieving teaching quality in sub-{Saharan} {Africa}: {Empirical} results from cascade training}, abstract = {© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.}, language = {en}, publisher = {Springer VS, Wiesbaden}, author = {Lange, Sarah and Benavot, Aaron}, year = {2016}, doi = {10/gfw34w}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:teaching, P:measurement, P:teacher training, P:teachers, R:questionnaire, R:survey, T:Training, T:trainee, publicImportV1, type:book}, } @article{gordon_achieving_2019, title = {Achieving the {Promise} to {Leave} {No} {Girl} behind in {Commonwealth} {Countries}}, volume = {108}, issn = {0035-8533, 1474-029X}, url = {https://www.tandfonline.com/doi/full/10.1080/00358533.2019.1634890}, doi = {10.1080/00358533.2019.1634890}, language = {en}, number = {4}, urldate = {2023-11-08}, journal = {The Round Table}, author = {Gordon, Rebecca and Marston, Lauren and Rose, Pauline and Zubairi, Asma}, month = jul, year = {2019}, pages = {383--398}, } @article{bablok_acht_nodate, title = {Acht gängige {Temperatur}- und {Luftfeuchtesensoren} im {Vergleichstest}}, url = {https://www.raspberry-pi-geek.de/ausgaben/rpg/2023/11/temperatur-und-feuchtigkeitssensoren-im-vergleichstest/}, abstract = {Wer viel misst, misst Mist. Gute Sensor-Breakouts sollten jedoch keine Fantasiewerte ausspucken. Wir testen acht Vertreter der Gattung. Die Verkabelung eines Sensors und das zyklische Auslesen der Werte gelingt leicht. Vermutlich hat Sie dabei schon einmal das Gefühl beschlichen, dass die merkwürdig hohen Zahlen nicht stimmen. Ein Zweitgerät macht die Verwirrung perfekt, denn Abweichungen von zwei Grad kommen durchaus vor. Schnell keimt dann der Verdacht auf, es mit einem schlechten Exemplar oder Billigware zu tun zu haben. Da fragt man sich, ob die mysteriös hohen Messwerte an schwachen Produkten liegen oder die Datenblätter nicht stimmen. Beiden Verdachtsmomenten gehen wir nach und versuchen ein paar Empfehlungen zu geben. Acht gängige Sensorbausteine in bis zu vier Exemplaren müssen sich dem Test stellen (Abbildung 1). Der Großteil davon stammt von Berrybase oder Pimoroni und befand sich teilweise schon länger in der Bastelkiste. Die Tabelle “Testkandidaten” gibt einen Überblick über Ausstattung, technische Werte und Preise. Neben der Temperatur messen viele der Sensoren die Luftfeuchte, die Bosch-Sensoren ermitteln zudem den Luftdruck. Der BMP280 kostet sehr wenig, was vermuten lässt, dass es sich um einen Billig-Klon handelt. Ein Exot in der Kandidatenliste ist der DS18B20: Er hat keine I2C-Schnittstelle und kommt nicht als Breakout, sondern als IC im TO-92-Format. Der Anschluss erfolgt per 1-Wire-Protokoll. Bei Tests wären viele Exemplare pro Produkt wünschenswert, was aus Kosten- und Zeitgründen nicht infrage kam. Wir schickten aber immer mindestens zwei Exemplare ins Rennen, mit Ausnahme des teuersten Sensors SHT45. Zudem decken die Produkte nicht alle Anwendungsszenarien ab. Möchten Sie etwa einen eigenen Lötofen bauen, brauchen Sie einen Sensor mit einem ganz anderen Temperaturbereich. An der Unterseite der Temperaturskala ist bei unserer Auswahl spätestens bei -40 Grad Celsius Schluss. Genauigkeit und Präzision In den Datenblättern tauchen die beiden Begriffe Genauigkeit und Präzision auf – hier besteht Verwechslungsgefahr. Die Genauigkeit bezeichnet die typische Differenz zum wahren Wert. Die Präzision informiert darüber, wie stark wiederholte Messungen desselben Werts schwanken. Die Werte in den Datenblättern lassen sich nur schwer vergleichen, da sie die Genauigkeit meist in den zwei Ausprägungen “typisch” und “maximal” angeben. Oft verwenden die Anbieter zusätzlich Grafiken. Allerdings sind diese Kurven ohne Zusatzinformationen unvollständig und lassen Interpretationsspielraum. Weder […]}, language = {de-DE}, urldate = {2023-12-21}, journal = {Raspberry Pi Geek}, author = {Bablok, Bernhard}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59S4LXXX 2129771:JJ2TBK86}, keywords = {⛔ No DOI found}, } @phdthesis{bittencourt_coes_2017, address = {Porto Alegre, Brazil}, type = {Undergraduate dissertation}, title = {Ações de telessaúde no continente africano: uma revisão sistemática}, url = {http://hdl.handle.net/10183/178281}, abstract = {A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas.}, language = {Portuguese}, school = {Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado.}, author = {Bittencourt, Hítalo Kassios}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HPCVLCAD 2317526:56XHPAAX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:pt, publicImportV1}, } @inproceedings{noauthor_actes_2008, title = {Actes du colloque international {RAIFFET} de {Hammamet} en {Tunisie}}, url = {https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/}, abstract = {Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été …}, language = {fr}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JA24BTZW 2317526:RNG9TXQE}, keywords = {⛔ No DOI found}, } @inproceedings{noauthor_actes_2011, title = {Actes du colloque international {RAIFFET} de {Saly} {Portudal} – {Mbour} au {Sénégal}}, url = {https://raiffet.org/actes-colloque-international-raiffet-de-saly-portudal-mbour-senegal-octobre-2011/}, abstract = {Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut …}, language = {fr-FR}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9RWHDK82 2317526:3P7H87IV}, keywords = {⛔ No DOI found}, } @article{world_bank_acting_2021, title = {Acting now to protect the human capital of our children}, copyright = {CC BY 3.0 IGO}, language = {en}, author = {{World Bank}}, year = {2021}, keywords = {⛔ No DOI found}, pages = {90}, } @incollection{cohen_action_2017, title = {Action research}, booktitle = {Research methods in education}, publisher = {Routledge}, author = {Cohen, Louis and Manion, Lawrence and Morrison, Keith}, year = {2017}, pages = {440--456}, } @book{mcniff_action_2017, address = {Thousand Oaks, CA}, edition = {First edition}, title = {Action {Research}: {All} {You} {Need} to {Know}}, isbn = {978-1-4739-6747-2}, shorttitle = {Action {Research}}, abstract = {This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.}, language = {English}, publisher = {SAGE Publications Ltd}, author = {McNiff, Jean}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4426965:RFHQV5QS 4804264:NMCT39FK}, keywords = {Final\_citation, cited, existing}, } @book{mcniff_action_2017, address = {Thousand Oaks, CA}, edition = {First edition}, title = {Action {Research}: {All} {You} {Need} to {Know}}, isbn = {978-1-4739-6747-2}, shorttitle = {Action {Research}}, abstract = {This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.}, language = {English}, publisher = {SAGE Publications Ltd}, author = {McNiff, Jean}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GS9T5NBK 4426965:RFHQV5QS}, } @article{osullivan_action_2002, title = {Action research and the transfer of reflective approaches to in-service education and training ({INSET}) for unqualified and underqualified primary teachers in {Namibia}}, volume = {18}, issn = {0742051X}, url = {http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf}, doi = {10.1016/S0742-051X(02)00014-8}, abstract = {The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.}, language = {en}, number = {5}, urldate = {2021-06-10}, journal = {Teaching and Teacher Education}, author = {O’Sullivan, Margo C.}, month = jul, year = {2002}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TQI4YUMP 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA}, pages = {523--539}, } @misc{hasler_action_2002, title = {Action research on diagnostic testing and student support ({ARDTS}, mathstore.ac.uk)}, copyright = {All rights reserved}, url = {http://78.158.56.101/archive/msor/index521d.html?q=node/1421}, urldate = {2014-04-26}, author = {Haßler, Björn and Atkinson, Richard and Quinney, Douglas and Barry, Mike}, year = {2002}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:26L5MWGG}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_activating_nodate, title = {Activating {EdTech} - {Agile} {Service} {Manual}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7URK7S53 2292090:9NZYDAMW}, } @misc{noauthor_activating_2020, title = {Activating {EdTech} {Jordan}: {Sprint} 6 – {Open} {Development} \& {Education}}, shorttitle = {Activating {EdTech} {Jordan}}, url = {https://opendeved.net/2020/02/09/activating-edtech-jordan-sprint-6/}, language = {en-GB}, urldate = {2020-04-03}, month = feb, year = {2020}, note = {Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:XBVL7W2N}, keywords = {\_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_activating_nodate, title = {Activating {EdTech}: {Outputs} register}, doi = {10.5281/zenodo.4536506}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4536506 2129771:XW69TZ5R}, } @techreport{global_victoria_edtech_innovation_alliance_activating_2022, title = {Activating research-based testbeds in {Victorian} and international education environments}, language = {en}, author = {{Global Victoria EdTech Innovation Alliance}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FVANV89T 4426965:SBZCBBTL}, keywords = {⛔ No DOI found}, } @book{menon_active-learning_2008, title = {Active-{Learning} {Pedagogies}: {Policy}, {Professional} {Development} and {Classroom} {Practices}}, publisher = {A case study of two post-conflict contexts: Afghanistan and Somaliland-Case …}, author = {Menon, Geeta}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BN6T753H}, keywords = {\_\_C:filed:1}, } @article{mogollon_active_2011, title = {Active {Schools}: {Our} {Convictions} for {Improving} the {Quality} of {Education}}, language = {en}, author = {Mogollón, Professor Oscar and Solano, Marina}, year = {2011}, keywords = {⛔ No DOI found}, pages = {160}, } @article{sanchez-martinez_actividades_2018, title = {Actividades y dinámicas implementadas con la tableta en un centro de educación básica de {España}}, volume = {44}, issn = {1678-4634, 1517-9702}, url = {http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022018000100489&lng=es&tlng=es}, doi = {10.1590/s1678-4634201844183309}, abstract = {The permanent evolution of Information and Communication Technologies (ICT) goes hand in hand with the generalization, relocation and globalization of the worldwide movement, as well as in favor of using these resources in different areas, including education. However, the development of experiences and researches about the use of tablets in classroom continues to be scarce in contexts where, in addition to other factors, there are difficulties to access or obtain the technology. Therefore, this case study aims to know the typology of activities related to the use of tablets, in the context of Elementary School and the resulting dynamics with the pupils of three classes of 1st, 3rd, and 5th grades (aged 6 through 11 years old) of an educational center located in Northwest Spain. This work is part of a qualitative research based on ethnographic-narrative approach; data collection utilized the observation technique and discussion groups. The results and conclusions show that the practices with tablets are episodic and influenced by the activities associated with traditional teaching. However, the researchers were able to detect some innovative dynamics based on the very tools provided by such devices, originating different indagating, ludic activities. On the other hand, the results point to small group work pattern (mainly in pairs) as the one mostly used when tablets are employed in the classroom.}, language = {es}, journal = {Educação e Pesquisa}, author = {Sánchez-Martínez, Cristina and Ricoy, María-Carmen and Feliz-Murias, Tiberio}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1590/s1678-4634201844183309 10/gf62gk 2129771:PVJ8JSSD 2129771:V3AT7USE}, keywords = {\_\_C:filed:1}, pages = {e183309--e183309}, } @article{sanchez-martinez_activities_2018, title = {Activities and dynamics with tablets in an {Elementary} {School} in {Spain}}, volume = {44}, journal = {Educação e Pesquisa}, author = {SÁNCHEZ-MARTÍNEZ, Cristina and RICOY, María-Carmen and FELIZ-MURIAS, Tiberio}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:ZQ9S2NPJ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{kinkead-clark_actualizing_2020, title = {Actualizing children’s rights through early childhood care and education: {A} focus on the {Caribbean}}, volume = {18}, shorttitle = {Actualizing children’s rights through early childhood care and education}, doi = {10.1177/1476718X19875765}, number = {1}, journal = {Journal of Early Childhood Research}, author = {Kinkead-Clark, Zoyah and Burns, Sheron and Abdul-Majied, Sabeerah}, year = {2020}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1476718X19875765 2129771:4H582IJC}, pages = {58--72}, } @misc{industries_adafruit_nodate, title = {Adafruit {TPL5110} {Low} {Power} {Timer} {Breakout}}, url = {https://www.adafruit.com/product/3435}, abstract = {With some development boards, low power usage is an afterthought. Especially when price and usability is the main selling point. So what should you do when it\&\#39;s time to turn around and ...}, language = {en-US}, urldate = {2023-04-30}, author = {Industries, Adafruit}, } @article{baumann_adaptation_2017, title = {Adaptation in dissemination and implementation science}, volume = {2}, journal = {Dissemination and implementation research in health: translating science to practice}, author = {Baumann, Ana A. and Cabassa, Leopoldo J. and Stirman, S. Wiltsey}, year = {2017}, note = {Publisher: Oxford University Press New York, NY KerkoCite.ItemAlsoKnownAs: 2129771:GFRDKSNN}, keywords = {⛔ No DOI found}, pages = {286--300}, } @article{cook_adapting_2019, title = {Adapting a compilation of implementation strategies to advance school-based implementation research and practice}, volume = {20}, doi = {10.1007/s11121-019-01017-1}, number = {6}, journal = {Prevention Science}, author = {Cook, Clayton R. and Lyon, Aaron R. and Locke, Jill and Waltz, Thomas and Powell, Byron J.}, year = {2019}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11121-019-01017-1 2129771:76QZ4HLX}, pages = {914--935}, } @article{soicher_adapting_2020, title = {Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms}, volume = {5}, issn = {2365-7464}, shorttitle = {Adapting implementation science for higher education research}, url = {https://doi.org/10.1186/s41235-020-00255-0}, doi = {10.1186/s41235-020-00255-0}, abstract = {Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.}, number = {1}, urldate = {2022-09-26}, journal = {Cognitive Research: Principles and Implications}, author = {Soicher, Raechel N. and Becker-Blease, Kathryn A. and Bostwick, Keiko C. P.}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41235-020-00255-0 2129771:ZPJPSXHD}, keywords = {Higher education, Implementation science, Learning, Teaching, Translation, Use-inspired basic research}, pages = {54}, } @techreport{hasler_adapting_2023, address = {Tanzania}, type = {Conference paper ({Utafiti} {Elimu}) - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {({Adapting} to the) {Impacts} of climate (change): {Temperature}, {Light}, {Sound}, {Air}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/CQKQ898B}, language = {en}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = mar, year = {2023}, doi = {10.53832/opendeved.0287}, note = {ZenodoArchiveID: 7823061 ZenodoArchiveConcept: 7823060 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0287 2129771:CQKQ898B}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @article{derbyshire_adaptive_nodate, title = {Adaptive programming in practice: shared lessons from the {DFID}-funded {LASER} and {SAVI} programmes}, language = {en}, author = {Derbyshire, Helen and Donovan, Elbereth}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A2IIULL5}, keywords = {⛔ No DOI found}, pages = {38}, } @techreport{dangelo_additional_2019, address = {London, UK}, type = {Project {Teacher} {Professional} {Development}}, title = {Additional {Materials}}, url = {https://docs.opendeved.net/lib/YU8XCUQ9}, number = {100}, institution = {Save the Children, Open Development \& Education}, author = {D’Angelo, Sophia and Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.4743721}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743721 2129771:YU8XCUQ9}, keywords = {Author:OpenDevEd, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:v}, } @phdthesis{adam_addressing_2020, type = {Thesis}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban, marginalised, {South} {African} youth}, copyright = {Attribution-NonCommercial-ShareAlike 4.0 International}, shorttitle = {Addressing {Injustices} through {MOOCs}}, url = {https://www.repository.cam.ac.uk/handle/1810/309515}, abstract = {The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.}, language = {en}, urldate = {2020-08-25}, school = {University of Cambridge}, author = {Adam, Taskeen}, month = aug, year = {2020}, doi = {10.17863/CAM.56608}, note = {Accepted: 2020-08-24T08:23:28Z KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.56608 4804264:QFDN3ZI5}, keywords = {Final\_citation, cited, existing}, } @phdthesis{adam_addressing_2020, address = {Cambridge, UK}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban marginalised {South} {African} youth ({Unpublished} doctoral thesis)}, school = {University of Cambridge}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2DSBNUPY}, keywords = {Author:OpenDevEd}, } @book{secretariat_addressing_2023, title = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Africa} {Region}: {The} {Role} of {Bystanders}}, shorttitle = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Africa} {Region}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1099}, abstract = {This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = mar, year = {2023}, doi = {10.14217/comsec.1099}, } @book{secretariat_addressing_2023, title = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Asia} {Region}: {The} {Role} of {Bystanders}}, shorttitle = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Asia} {Region}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1097}, abstract = {Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = feb, year = {2023}, doi = {10.14217/comsec.1097}, } @book{secretariat_addressing_2023, title = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Caribbean} and the {Americas}: {The} {Role} of {Bystanders}}, shorttitle = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Caribbean} and the {Americas}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1091}, abstract = {The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = jan, year = {2023}, doi = {10.14217/comsec.1091}, } @book{secretariat_addressing_2023, title = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Europe} {Region}: {The} {Role} of {Bystanders}}, shorttitle = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Europe} {Region}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1103}, abstract = {This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = mar, year = {2023}, doi = {10.14217/comsec.1103}, } @book{secretariat_addressing_2023, title = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Pacific} {Region}: {The} {Role} of {Bystanders}}, shorttitle = {Addressing {Online} {Violence} {Against} {Women} and {Girls} in the {Commonwealth} {Pacific} {Region}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1093}, abstract = {This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = feb, year = {2023}, doi = {10.14217/comsec.1093}, } @article{everingham_addressing_2018, title = {Addressing the challenge of scholarship and industry currency in vocational education: a pilot}, volume = {16}, issn = {1448-0220}, shorttitle = {Addressing the challenge of scholarship and industry currency in vocational education}, url = {https://doi.org/10.1080/14480220.2017.1403946}, doi = {10.1080/14480220.2017.1403946}, abstract = {This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release.}, number = {1}, urldate = {2018-08-13}, journal = {International Journal of Training Research}, author = {Everingham, Nancy and McLean, David and Mancini, Jane and Mitton, Amber and Williams, Melanie}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2017.1403946 10/gf62kf 2129771:47SF9F3P 2317526:GAPYPAGG DOI-10.1080/14480220.2017.1403946}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Australia, CLL:en, Vocational currency, industry currency, publicImportV1, scholarly practice, scholarship}, pages = {83--97}, } @techreport{foreign_commonwealth__development_office_addressing_2022, type = {{FCDO} {Position} {Paper}}, title = {Addressing the climate, environment, and biodiversity crises in and through girls’ education}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1122368/Addressing_the_climate__environment__and_biodiversity_crises_in_and_through_girls__education.pdf}, urldate = {2024-03-05}, author = {{Foreign, Commonwealth \& Development Office}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W68GTDSA 5072953:HQ2C4WY8}, keywords = {selected\_for:effects of climate ch...on learning...LMICs 2024}, } @article{brown_adequacy_2013, title = {Adequacy of the {Regular} {Early} {Education} {Classroom} {Environment} for {Students} {With} {Visual} {Impairment}}, volume = {46}, issn = {0022-4669, 1538-4764}, url = {http://journals.sagepub.com/doi/10.1177/0022466910397374}, doi = {10.1177/0022466910397374}, abstract = {This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40\% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.}, language = {en}, number = {4}, urldate = {2024-03-27}, journal = {The Journal of Special Education}, author = {Brown, Cherylee M. and Packer, Tanya L. and Passmore, Anne}, month = feb, year = {2013}, pages = {223--232}, } @article{ewe_adhd_2019, title = {{ADHD} symptoms and the teacher–student relationship: a systematic literature review}, volume = {24}, issn = {1363-2752}, shorttitle = {{ADHD} symptoms and the teacher–student relationship}, url = {https://doi.org/10.1080/13632752.2019.1597562}, doi = {10.1080/13632752.2019.1597562}, abstract = {This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.}, number = {2}, urldate = {2022-04-07}, journal = {Emotional and Behavioural Difficulties}, author = {Ewe, Linda Plantin}, month = apr, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13632752.2019.1597562 KerkoCite.ItemAlsoKnownAs: 10.1080/13632752.2019.1597562 2129771:JJTPE64E}, keywords = {ADHD, school settings, systematic review, teacher–student relationship}, pages = {136--155}, } @article{teixeira_da_silva_adjusting_2021, title = {Adjusting the use of preprints to accommodate the ‘quality’ factor in response to {COVID}-19}, volume = {16}, issn = {1658-3612}, url = {https://www.sciencedirect.com/science/article/pii/S1658361221000925}, doi = {10.1016/j.jtumed.2021.04.003}, abstract = {Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing.}, language = {en}, number = {4}, urldate = {2021-10-05}, journal = {Journal of Taibah University Medical Sciences}, author = {Teixeira da Silva, Jaime A.}, month = aug, year = {2021}, keywords = {Ethics policies, Health policies, Peer review}, pages = {477--481}, } @misc{weatherbed_adobe_2024, title = {Adobe {Acrobat} adds generative {AI} to ‘easily chat with documents’}, url = {https://www.theverge.com/2024/2/20/24077217/adobe-acrobat-generative-ai-assistant-chatbot-pdf-document}, abstract = {No need to rummage through PDFs if a robot can do it for you.}, language = {en}, urldate = {2024-02-23}, journal = {The Verge}, author = {Weatherbed, Jess}, month = feb, year = {2024}, } @misc{noauthor_adobe_nodate, title = {Adobe {Acrobat} for {Google} {Drive}}, url = {https://documentcloud.adobe.com/gsuiteintegration/index.html?state=%7B%22ids%22%3A%5B%221-NkOfTzx5rdNasX47dFVWSyN0ysoA0ev%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22115228383718146862758%22%2C%22resourceKeys%22%3A%7B%7D%7D}, urldate = {2021-03-17}, } @misc{gpa_adopted_nodate, title = {Adopted {Resolutions} – {Global} {Privacy} {Assembly}}, url = {https://globalprivacyassembly.org/document-archive/adopted-resolutions/}, language = {en-GB}, urldate = {2023-01-06}, author = {GPA}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:WJFL27J4}, keywords = {Final\_citation, existing}, } @article{otto_adoption_2019, title = {Adoption and diffusion of open educational resources ({OER}) in education: {A} meta-analysis of 25 {OER}-projects}, volume = {20}, shorttitle = {Adoption and diffusion of open educational resources ({OER}) in education}, url = {https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05069/1066649ar/abstract/}, doi = {10.19173/irrodl.v20i5.4472}, number = {5}, urldate = {2023-11-01}, journal = {International Review of Research in Open and Distributed Learning}, author = {Otto, Daniel}, year = {2019}, note = {Publisher: Érudit}, pages = {122--140}, } @book{hodgkinson-williams_adoption_2017, title = {Adoption {And} {Impact} {Of} {Oer} {In} {The} {Global} {South}}, copyright = {Creative Commons Attribution 4.0, Open Access}, url = {https://zenodo.org/record/1005330}, abstract = {Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.}, language = {en}, urldate = {2020-07-18}, publisher = {Zenodo}, author = {Hodgkinson-Williams, Cheryl and Arinto, Patricia}, month = dec, year = {2017}, doi = {10.5281/ZENODO.1005330}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1005330 2129771:3DZS7JBW 2486141:9SZHI7IA}, keywords = {Global South, OEP, OER, Open Education, Open Educational Practices, Open Educational Resources}, } @article{hodgkinson-williams_adoption_2018, title = {Adoption and {Impact} of {OER} in the {Global} {South} - {Chapter} summaries}, url = {https://zenodo.org/record/1195881}, doi = {10.5281/zenodo.1195881}, abstract = {Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education.}, language = {eng}, urldate = {2018-07-19}, author = {Hodgkinson-Williams, Cheryl}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1195881 2129771:MY49RQAZ 2486141:D5N96P3K}, keywords = {adoption and impact of OER in the global south, global south, oep, oer, open educational practices, open educational resources, summaries}, } @inproceedings{sandu_adoption_2019, title = {Adoption of {AI}-{Chatbots} to {Enhance} {Student} {Learning} {Experience} in {Higher} {Education} in {India}}, doi = {10.1109/ITHET46829.2019.8937382}, abstract = {Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them.}, booktitle = {2019 18th {International} {Conference} on {Information} {Technology} {Based} {Higher} {Education} and {Training} ({ITHET})}, author = {Sandu, Nitirajsingh and Gide, Ergun}, month = sep, year = {2019}, note = {ISSN: 2380-1603}, keywords = {Artificial Intelligence, Artificial intelligence, Chatbot, Communication channels, Education, India, Student-centred learning, Task analysis, Time factors, higher education}, pages = {1--5}, } @incollection{ololube_adoption_2014, series = {Advances in {Educational} {Technologies} and {Instructional} {Design}}, title = {Adoption of {Blended} {Learning} {Technologies} in {Selected} {Secondary} {Schools} in {Cameroon} and {Nigeria}: {Challenges} in {Disability} {Inclusion}}, isbn = {978-1-4666-4574-5 978-1-4666-4575-2}, url = {https://www.igi-global.com/viewtitlesample.aspx?id=83451&ptid=76726&t=adoption+of+blended+learning+technologies+in+selected+secondary+schools+in+cameroon+and+nigeria:+challenges+in+disability+inclusion}, urldate = {2020-04-28}, booktitle = {Advancing {Technology} and {Educational} {Development} through {Blended} {Learning} in {Emerging} {Economies}:}, publisher = {IGI Global}, author = {Nganji, J.T and Nggada, S.H}, editor = {Ololube, Nwachukwu Prince and Tomei, Lawrence}, year = {2014}, doi = {10.4018/978-1-4666-4574-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-4574-5 2129771:H9644965}, keywords = {HDR25}, pages = {159--173}, } @article{muli_adoption_2019, series = {Conference {Proceeding}}, title = {Adoption of {Self}-{Directed} {Learning}: {A} {Case} {Study} of {Kenya} {Jua} {Kali} {Sector}}, doi = {10.23919/ISTAFRICA.2019.8764874}, abstract = {© 2019 The authors. This study examines the state of the Education sector in Kenya with regard to provision of education to all. There is a remarkable progress in education reforms, however, cohort analysis from standard 1 to university education indicates that only 2\% of pupils who enrol for standard 1 actually progress to 1st year of university education. Cumulatively, this wastage has led to a remarkable loss of potential human resource in the country. It is in the light of this the Government of Kenya has embarked on a series of reforms to address these challenges and meet the goals of the Kenya Vision 2030. The Education sector lacks alternate pathways to promote lifelong learning for those who drop out of formal education for some reasons and would wish to pursue further education later in life. These people end up in the Jua Kali sector. This study explores the potential of self-directed learning to give a second chance and provide learning opportunities to youths and young adults in this sector. This will equip them with necessary skills to manage their small businesses profitably.}, journal = {2019 IST-Africa Week Conference, IST-Africa 2019}, author = {Muli, Elizabeth M. and Opiyo, Elisha T.O. and Oboko, Robert O.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764874 2129771:WKGME4I4}, } @misc{noauthor_ads1015_nodate, title = {{ADS1015} analog to digital converter ({ADC})}, url = {https://www.ti.com/lit/ds/symlink/ads1015.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35U4G6WN 4682641:H2IFUKT7}, } @article{merriam_adult_2008, title = {Adult learning theory for the twenty‐first century}, volume = {2008}, doi = {10.1002/ace.309}, number = {119}, journal = {New directions for adult and continuing education}, author = {Merriam, Sharan B.}, year = {2008}, note = {ISBN: 1052-2891 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:8NZMBMWS 2129771:S86LJHMC}, pages = {93--98}, } @techreport{university_of_fort_hare_advanced_2011, title = {Advanced {Certificate} in {Education} ({ACE}) {Programme} {Evaluation}}, language = {English}, number = {1}, author = {{University of Fort Hare} and {African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC)} and {Kelello Consulting}}, month = jul, year = {2011}, doi = {10.53832/aimssec.0201}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0201 2486141:GYCQ8XJS}, } @techreport{university_of_fort_hare_advanced_2013, title = {Advanced {Certificate} in {Education} ({ACE}) {Programme} {Evaluation}}, language = {English}, number = {2}, author = {{University of Fort Hare} and {African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC)} and {Kelello Consulting}}, month = mar, year = {2013}, doi = {10.53832/aimssec.0202}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0202 2486141:UJN22HUU}, } @techreport{university_of_fort_hare_advanced_2014, title = {Advanced {Certificate} in {Education} ({ACE}) {Programme} {Evaluation}}, language = {English}, number = {3}, author = {{University of Fort Hare} and {African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC)} and {Kelello Consulting}}, month = jun, year = {2014}, doi = {10.53832/aimssec.0203}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0203 2486141:WMX6ECWG}, } @techreport{university_of_fort_hare_advanced_2015, title = {Advanced {Certificate} in {Education} ({ACE}) {Programme} {Evaluation}}, language = {English}, number = {4}, author = {{University of Fort Hare} and {African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC)} and {Kelello Consulting}}, year = {2015}, doi = {10.53832/aimssec.0204}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0204 2486141:U9XWJSPL}, } @article{miceli_advances_2012, title = {Advances in clinical education: a model for infectious disease training for mid-level practitioners in {Uganda}}, url = {https://www.sciencedirect.com/science/article/pii/S1201971212012088}, doi = {10.1016/j.ijid.2012.07.003}, abstract = {Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.}, language = {en}, journal = {International Journal of Infectious Diseases}, author = {Miceli, Antonina and Sebuyira, Lydia Mpanga and Crozier, Ian and Cooke, Molly and Naikoba, Sarah and Omwangangye, Aquilla Priscilla and Rayko-Farrar, Lisa and Ronald, Allan and Tumwebaze, Margaret and Willis, Kelly S. and Weaver, Marcia R.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijid.2012.07.003 10/f2fz47 2129771:Q9VBXXDP 2317526:RNKFJVNL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AAZ:Africa South of the Sahara, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:R, CT:T, D:developing country, P:health, P:media, P:nurse, R:evaluation, T:TVET, T:Training, T:work-based learning, Z:Clinical competence, Z:Education, distance, Z:Education, medical, continuing, Z:Education, nursing, continuing, Z:In-service training, \_C:Uganda UGA, publicImportV1}, } @techreport{mcburnie_advancing_2021, type = {Working paper}, title = {Advancing {Data}-driven {Decision}-making for {School} {Improvement}: {Findings} from the {One} {Tablet} {Per} {School} {User} {Testing} {Programme} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Advancing {Data}-driven {Decision}-making for {School} {Improvement}}, url = {https://docs.edtechhub.org/lib/MPRD5RKR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {MBSSE, EdTech Hub, Leh Wi Lan}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = jun, year = {2021}, doi = {10.5281/zenodo.4896502}, note = {zotzenLib.CopiedFrom: 2486141:UIV8NJ9M KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2129771:IPKSMS3Z 2129771:Q85KZGW8 2129771:U8L38F6S 2405685:MPRD5RKR 2486141:UIV8NJ9M 4556019:IGJQDXZM}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @article{charitonos_advancing_2020, title = {Advancing {Social} {Justice} for {Asylum} {Seekers} and {Refugees} in the {UK}: {An} {Open} {Education} {Approach} to {Strengthening} {Capacity} through {Refugee} {Action}’s {Frontline} {Immigration} {Advice} {Project}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Advancing {Social} {Justice} for {Asylum} {Seekers} and {Refugees} in the {UK}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.563/}, doi = {10.5334/jime.563}, abstract = {Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Charitonos, Koula and Rodriguez, Carolina Albuerne and Witthaus, Gabi and Bossu, Carina}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.563 2129771:WN6GC2UY 2447227:N6KRWYP4}, keywords = {Refugee Action, access to justice, open education, professional learning, refugee sector, social justice, technology-enhanced learning}, pages = {11}, } @book{ololube_advancing_2014, series = {Advances in {Educational} {Technologies} and {Instructional} {Design}}, title = {Advancing {Technology} and {Educational} {Development} through {Blended} {Learning} in {Emerging} {Economies}:}, isbn = {978-1-4666-4574-5 978-1-4666-4575-2}, shorttitle = {Advancing {Technology} and {Educational} {Development} through {Blended} {Learning} in {Emerging} {Economies}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-4574-5}, urldate = {2020-04-28}, publisher = {IGI Global}, editor = {Ololube, Nwachukwu Prince and Tomei, Lawrence}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M47S5MAA}, } @book{alfred_advancing_2021, title = {Advancing the {Global} {Agenda} for {Human} {Rights}, {Vulnerable} {Populations}, and {Environmental} {Sustainability}}, isbn = {978-1-64802-697-3}, abstract = {For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.}, language = {en}, publisher = {IAP}, author = {Alfred, Mary V. and Robinson, Petra A. and Roumell, Elizabeth A.}, month = oct, year = {2021}, note = {Google-Books-ID: ZU9PEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P2CMZ4CI}, keywords = {Education / Adult \& Continuing Education, Education / Philosophy, Theory \& Social Aspects, Education / Schools / Levels / Higher}, } @book{shotts_adventures_nodate, title = {Adventures with the {Linux} {Command} {Line}}, language = {en}, author = {Shotts, William}, keywords = {⛔ No DOI found}, } @article{andrews_advisory_nodate, title = {Advisory {Group} membership}, language = {en}, author = {Andrews, Keith}, keywords = {⛔ No DOI found}, pages = {152}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education}}, url = {https://www.unhcr.org/accelerated-education-working-group.html}, abstract = {The Education 2030: Framework for Action identified the need for certified education programming which affords flexible and alternative pathways and entry/re-entry}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{accelerated_education_working_group_aewg_2017, title = {{AEWG} {Accelerated} {Education} 10 principles for effective practice}, url = {https://www.unhcr.org/publications/education/59ce4f727/accelerated-education-10-principles-effective-practice.html}, language = {en}, urldate = {2022-01-18}, author = {{Accelerated Education Working Group}}, year = {2017}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education} {Brief}}, url = {https://www.unhcr.org/publications/education/59ce4f5b4/accelerated-education-brief.html}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education} {Checklist}}, url = {https://www.unhcr.org/publications/education/59ce4f977/accelerated-education-checklist.html}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education} - {Decision} {Tree}}, url = {https://www.unhcr.org/publications/education/5bbf52724/accelerated-education-decision-tree.html}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education} {Guide} to the principles}, url = {https://www.unhcr.org/publications/education/59ce4fc77/accelerated-education-guide-principles.html}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{united_nations_high_commissioner_for_refugees_aewg_nodate, title = {{AEWG} {Accelerated} {Education} {Learning} agenda}, url = {https://www.unhcr.org/publications/education/59ce4ff27/accelerated-education-learning-agenda.html}, language = {en}, urldate = {2022-01-18}, author = {{United Nations High Commissioner for Refugees}}, } @techreport{noauthor_aewg_nodate, title = {{AEWG} {Catch}-up {Programmes} - 10 {Principles}\_screen.pdf}, url = {https://inee.org/system/files/resources/AEWG%20Catch-up%20Programmes%20-%2010%20Principles_screen.pdf}, urldate = {2021-04-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TJ9X6VJ6}, } @article{li_affordance_2011, title = {Affordance of {Deep} {Infusion} of {One}-to-{One} {Tablet}-{PCs} {Into} and {Beyond} {Classroom}.}, volume = {38}, number = {4}, journal = {International Journal of Instructional Media}, author = {Li, SC and Pow, JWC}, year = {2011}, note = {00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 257089:6MUWIRDP}, keywords = {⛔ No DOI found}, pages = {319--326}, } @incollection{wegerif_affordance_2023, title = {Affordance {Theory}}, isbn = {978-1-00-319849-9}, abstract = {The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 18}, } @article{kihwele_affordances_2020, title = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}: {A} {Review}}, volume = {9}, shorttitle = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}}, doi = {10.21083/ajote.v9i0.5731}, journal = {African Journal of Teacher Education}, author = {KIHWELE, JIMMY}, year = {2020}, note = {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}, pages = {49--69}, } @article{baran_affordances_2020, title = {Affordances, challenges, and impact of open pedagogy: examining students’ voices}, volume = {41}, issn = {0158-7919}, shorttitle = {Affordances, challenges, and impact of open pedagogy}, url = {https://doi.org/10.1080/01587919.2020.1757409}, doi = {10.1080/01587919.2020.1757409}, abstract = {Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Baran, Evrim and AlZoubi, Dana}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757409}, keywords = {higher education, open educational practices (OEP), open educational resources (OER), open pedagogy, renewable assignments}, pages = {230--244}, } @article{lai_affordances_2007, title = {Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices}, volume = {23}, doi = {10.1111/j.1365-2729.2007.00237.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Lai, C-H and Yang, J-C and Chen, F-C and Ho, C-W and Chan, T-W}, year = {2007}, note = {00128 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2007.00237.x 10/b9gjjp 2129771:WLJT7DZ7 257089:UX3MRF4Q}, pages = {326--337}, } @misc{noauthor_africa-eu_nodate, title = {Africa-{EU} {Partnership} {\textbar} {Home}}, url = {https://www.africa-eu-partnership.org/en}, urldate = {2018-12-07}, note = {UA-b82bc252-d468-4b80-bcca-10bff49c7d7a KerkoCite.ItemAlsoKnownAs: 2129771:7A2U3QFI 2317526:9LWJJRZ9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @article{attiah_africa_nodate, title = {Africa has defied the covid-19 nightmare scenarios. {We} shouldn’t be surprised.}, issn = {0190-8286}, url = {https://www.washingtonpost.com/opinions/2020/09/22/africa-has-defied-covid-19-nightmare-scenarios-we-shouldnt-be-surprised/}, abstract = {This should have been a moment for media outlets to challenge corrosive narratives about Africa.}, language = {en-US}, urldate = {2020-10-04}, journal = {Washington Post}, author = {Attiah, Karen}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9KAJ5NP2}, } @misc{noauthor_african_nodate, title = {African {Development} {Bank}}, url = {https://www.afdb.org/en}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8DCCWN73}, } @misc{noauthor_african_nodate, title = {African {Development} {Bank} {\textbar} {Home}}, url = {https://www.afdb.org/en/}, abstract = {The African Development Bank is a regional multilateral development bank, engaged in promoting the economic development and social progress of its Regional...}, language = {English}, urldate = {2018-11-28}, note = {UA-978b4e86-b1ee-4a61-94ae-f080dc65178f KerkoCite.ItemAlsoKnownAs: 2129771:FUDE453F 2317526:MUSD9AXQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, Networks, publicImportV1}, } @misc{noauthor_african_nodate, title = {African {Education} {Research} {Database}}, url = {https://essa-africa.org/AERD}, abstract = {African Education Research Database}, language = {en}, urldate = {2022-04-18}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DWPID8MW}, } @article{mitchell_african_2020, title = {African education research: patterns in publishing and collaboration}, shorttitle = {African education research}, author = {Mitchell, Rafael}, year = {2020}, keywords = {⛔ No DOI found}, } @misc{noauthor_african_nodate, title = {African {Journal} of {Education},{Science} and {Technology} {\textbar} {Home}}, url = {http://www.ajest.info/index.php/ajest}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z2BZYRNJ 2317526:QXKFZ4EC}, } @book{hope_african_2016, title = {African political economy: contemporary issues in development}, isbn = {978-1-315-47947-7 978-1-315-47948-4 978-1-315-47946-0 978-1-315-47949-1}, shorttitle = {African political economy}, url = {https://www.taylorfrancis.com/books/9781315479491}, language = {English}, urldate = {2022-04-17}, author = {Hope, Kempe Ronald}, year = {2016}, note = {OCLC: 1001822709}, } @misc{noauthor_african_nodate, title = {African {Storybook}}, url = {https://www.africanstorybook.org/}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7VBMI9PK}, } @misc{noauthor_african_nodate, title = {African {Union} {\textbar} {Home}}, url = {https://au.int/}, abstract = {The African Union (AU) is a continental union consisting of all 55 countries on the continent of Africa. It was established on 26 May 2001 in Addis Ababa, Ethiopia and launched on 9 July 2002 in South Africa[7] with the aim of replacing the Organisation of African Unity (OAU).}, language = {English}, urldate = {2018-11-05}, note = {UA-f5c73145-3789-42f7-bc07-59da12ee01b2 KerkoCite.ItemAlsoKnownAs: 2129771:SXYXNTAN 2317526:H2SYAMFW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @techreport{maintz_agencies_2008, title = {Agencies for {International} {Cooperation} in {Technical} and {Vocational} {Education} and {Training}: {A} {Guide} to {Sources} of {Information}}, language = {en}, institution = {UNESCO-UNEVOC}, author = {Maintz, Julia and Krönner, Hans}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q7IE9HR8 2317526:EY329DDR}, } @techreport{podea_agile_2021, title = {Agile in business}, url = {https://docs.opendeved.net/lib/BEXTYP5E}, author = {Podea, Marius}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BEXTYP5E}, } @misc{trucano_ai_2023, title = {{AI} and the {Next} {Digital} {Divide} in {Education}}, language = {en}, author = {Trucano, M.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:MXBS2Y6J}, keywords = {Final\_citation, anystyle, existing}, } @incollection{shi_ai_2021, address = {Cham}, title = {{AI} {Applications} in {Education}}, volume = {356}, isbn = {978-3-030-69065-6 978-3-030-69066-3}, url = {http://link.springer.com/10.1007/978-3-030-69066-3_29}, abstract = {In recent years, led by the wave of artificial intelligence, “artificial intelligence + education” has become a very hot topic. More and more traditional educational institutions have begun to organize and layout the field of ARTIFICIAL intelligence education. Training artificial intelligence talents will become an important mission of education. Meanwhile, educational methods will change with the development of artificial intelligence, and the deep integration of artificial intelligence and education will become the development trend of the future education world. The future has come, when education and artificial intelligence meet, what kind of spark will be produced? This paper mainly discusses the application, research status and development trend of artificial intelligence in the field of education, as well as the deep integration of artificial intelligence and education.}, language = {en}, urldate = {2023-09-19}, booktitle = {Artificial {Intelligence} for {Communications} and {Networks}}, publisher = {Springer International Publishing}, author = {Xu, Zhengyu and Wei, Yingjia and Zhang, Jinming}, editor = {Shi, Shuo and Ye, Liang and Zhang, Yu}, year = {2021}, doi = {10.1007/978-3-030-69066-3_29}, note = {Series Title: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-69066-3\_29 2486141:F9PMYWSU}, pages = {326--339}, } @misc{project_connect_ai_2019, title = {{AI} assisted school mapping and discussion}, url = {http://devseed.com/unicef-school-docs/}, language = {en}, urldate = {2021-03-14}, journal = {Project Connect}, author = {Project Connect}, year = {2019}, } @article{verma_ai-based_2023, title = {{AI}-based literature reviews: {A} topic modeling approach}, shorttitle = {{AI}-based literature reviews}, url = {https://www.srels.org/index.php/sjim/article/view/170967}, doi = {10.17821/srels/2023/v60i2/170967}, urldate = {2024-03-12}, journal = {Journal of Information and Knowledge}, author = {Verma, Manoj Kumar and Yuvaraj, Mayank}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:Z39CXIKI}, pages = {97--104}, } @book{niemi_ai_2023, address = {Cham}, title = {{AI} in {Learning}: {Designing} the {Future}}, isbn = {978-3-031-09686-0 978-3-031-09687-7}, shorttitle = {{AI} in {Learning}}, url = {https://link.springer.com/10.1007/978-3-031-09687-7}, language = {en}, urldate = {2024-02-23}, publisher = {Springer International Publishing}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6LUZ2DH7 2129771:HB3MBKVV}, keywords = {Open Access, artificial intelligence, deep learning, games, human-machine interaction, intelligent digital tools, learning analytics, life-long learning, robotics, simulations, tutoring, virtual learning, well-being}, } @misc{de_silva_ai_2024, title = {{AI} {Insights}: {A} {Case} {Study} on {Utilizing} {ChatGPT} {Intelligence} for {Research} {Paper} {Analysis}}, shorttitle = {{AI} {Insights}}, url = {http://arxiv.org/abs/2403.03293}, abstract = {This paper discusses the effectiveness of leveraging Chatbot: Generative Pre-trained Transformer (ChatGPT) versions 3.5 and 4 for analyzing research papers for effective writing of scientific literature surveys. The study selected the {\textbackslash}textit\{Application of Artificial Intelligence in Breast Cancer Treatment\} as the research topic. Research papers related to this topic were collected from three major publication databases Google Scholar, Pubmed, and Scopus. ChatGPT models were used to identify the category, scope, and relevant information from the research papers for automatic identification of relevant papers related to Breast Cancer Treatment (BCT), organization of papers according to scope, and identification of key information for survey paper writing. Evaluations performed using ground truth data annotated using subject experts reveal, that GPT-4 achieves 77.3{\textbackslash}\% accuracy in identifying the research paper categories and 50{\textbackslash}\% of the papers were correctly identified by GPT-4 for their scopes. Further, the results demonstrate that GPT-4 can generate reasons for its decisions with an average of 27{\textbackslash}\% new words, and 67{\textbackslash}\% of the reasons given by the model were completely agreeable to the subject experts.}, urldate = {2024-03-12}, publisher = {arXiv}, author = {De Silva, Anjalee and Wijekoon, Janaka L. and Liyanarachchi, Rashini and Panchendrarajan, Rrubaa and Rajapaksha, Weranga}, month = mar, year = {2024}, note = {arXiv:2403.03293 [cs] KerkoCite.ItemAlsoKnownAs: 5440726:NECFXFUP}, keywords = {Computer Science - Artificial Intelligence}, } @article{nakadai_ai_2023, title = {{AI} language tools risk scientific diversity and innovation}, volume = {7}, copyright = {2023 The Author(s), under exclusive licence to Springer Nature Limited}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-023-01652-3}, doi = {10.1038/s41562-023-01652-3}, language = {en}, number = {11}, urldate = {2024-01-22}, journal = {Nature Human Behaviour}, author = {Nakadai, Ryosuke and Nakawake, Yo and Shibasaki, Shota}, month = nov, year = {2023}, note = {Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2129771:BU5A6U3F 2405685:QIX9ZW5M 2486141:LHWYJQUZ}, keywords = {Cultural evolution, Scientific community}, pages = {1804--1805}, } @incollection{ruokamo_ai-supported_2023, address = {Cham}, title = {{AI}-{Supported} {Simulation}-{Based} {Learning}: {Learners}’ {Emotional} {Experiences} and {Self}-{Regulation} in {Challenging} {Situations}}, isbn = {978-3-031-09687-7}, shorttitle = {{AI}-{Supported} {Simulation}-{Based} {Learning}}, url = {https://doi.org/10.1007/978-3-031-09687-7_11}, abstract = {This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Ruokamo, Heli and Kangas, Marjaana and Vuojärvi, Hanna and Sun, Liping and Qvist, Pekka}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_11}, keywords = {AI tutor, Challenging situations, Emotion, Self-regulation, Simulation-based learning}, pages = {175--192}, } @article{joynes_aid_2018, title = {Aid {Agency} {Approaches} to the {Design} and {Delivery} of {Basic} {Education} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13801}, abstract = {This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris and Plunkett, Roisin}, month = apr, year = {2018}, note = {Accepted: 2018-06-01T09:20:58Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YW3NPB37 4869029:45LREA54}, keywords = {⛔ No DOI found}, } @inproceedings{adesina_akogun_2023, address = {Oxford, UK}, title = {Akogun, {O}.2023 {Co}-{Construction} of a {Coherent} and {Rigorous} {Body} of {Research} {Evidence} for {Education} in {Conflict} and {Crises} {Settings}}, language = {en}, booktitle = {Paper presentation. {UKFIET} {Conference}}, author = {Adesina, Adedoyin}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:73X7A48X 2129771:LPLKMUZW 2486141:54AMJIAQ}, } @inproceedings{van_brummelen_alexa_2021, address = {Athens Greece}, title = {“{Alexa}, {Can} {I} {Program} {You}?”: {Student} {Perceptions} of {Conversational} {Artificial} {Intelligence} {Before} and {After} {Programming} {Alexa}}, isbn = {978-1-4503-8452-0}, shorttitle = {“{Alexa}, {Can} {I} {Program} {You}?}, url = {https://dl.acm.org/doi/10.1145/3459990.3460730}, doi = {10.1145/3459990.3460730}, language = {en}, urldate = {2024-02-24}, booktitle = {Interaction {Design} and {Children}}, publisher = {ACM}, author = {Van Brummelen, Jessica and Tabunshchyk, Viktoriya and Heng, Tommy}, month = jun, year = {2021}, pages = {305--313}, } @article{shaamala_algorithmic_2024, title = {Algorithmic {Green} {Infrastructure} {Optimisation}: {Review} of {Artificial} {Intelligence} {Driven} {Approaches} for {Tackling} {Climate} {Change}}, shorttitle = {Algorithmic {Green} {Infrastructure} {Optimisation}}, url = {https://www.sciencedirect.com/science/article/pii/S221067072400012X}, doi = {10.1016/j.scs.2024.105182}, urldate = {2024-02-24}, journal = {Sustainable Cities and Society}, author = {Shaamala, Abdulrazzaq and Yigitcanlar, Tan and Nili, Alireza and Nyandega, Dan}, year = {2024}, note = {Publisher: Elsevier}, pages = {105182}, } @article{kaack_aligning_2022, title = {Aligning artificial intelligence with climate change mitigation}, volume = {12}, url = {https://www.nature.com/articles/s41558-022-01377-7}, doi = {10.1038/s41558-022-01377-7}, number = {6}, urldate = {2024-02-24}, journal = {Nature Climate Change}, author = {Kaack, Lynn H. and Donti, Priya L. and Strubell, Emma and Kamiya, George and Creutzig, Felix and Rolnick, David}, year = {2022}, note = {Publisher: Nature Publishing Group UK London}, pages = {518--527}, } @article{moura_aligning_2021, title = {Aligning the principles of assessment for learning to learning in physical education: {A} review of literature}, volume = {26}, issn = {1740-8989}, shorttitle = {Aligning the principles of assessment for learning to learning in physical education}, url = {https://doi.org/10.1080/17408989.2020.1834528}, doi = {10.1080/17408989.2020.1834528}, abstract = {Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education \& Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.}, number = {4}, urldate = {2022-04-05}, journal = {Physical Education and Sport Pedagogy}, author = {Moura, André and Graça, Amândio and MacPhail, Ann and Batista, Paula}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17408989.2020.1834528}, keywords = {assessment, learning, teacher education, teaching-learning theories}, pages = {388--401}, } @article{gondwe_alignment_2011, title = {Alignment of higher professional education with the needs of the local labour market: the case of {Ghana}}, url = {https://www.voced.edu.au/content/ngv:49114}, author = {Gondwe, Mtinkheni and Walenkamp, Jos}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EG3DK3SW 2249382:PHA6F7KQ 2317526:AF48W9NJ}, keywords = {GS\_en, \_C:Ghana GHA, ⛔ No DOI found}, } @techreport{hasler_all_2021, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.opendeved.net/lib/WSQ43VG8}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = may, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_yl:q}, } @misc{noauthor_alliance_nodate, title = {Alliance for action on climate change and health ({ATACH})}, url = {https://www.who.int/initiatives/alliance-for-transformative-action-on-climate-and-health}, abstract = {WHO-led programme for action on climate and health to create climate resilient and low carbon sustainable health systems.}, language = {en}, urldate = {2024-03-24}, } @misc{world_bank_allo_2017, title = {Allô École! {Using} mobile technologies to connect government, teachers, and parents}, url = {https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents}, abstract = {A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.}, language = {en}, urldate = {2020-09-16}, journal = {World Bank}, author = {World Bank}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8NLR2ECY 2405685:AALGLPHJ}, keywords = {C: Democratic Republic of Congo}, } @article{jung_allostatic_2014, title = {Allostatic {Load} {Model} {Associated} with {Indoor} {Environmental} {Quality} and {Sick} {Building} {Syndrome} among {Office} {Workers}}, volume = {9}, issn = {1932-6203}, url = {https://dx.plos.org/10.1371/journal.pone.0095791}, doi = {10.1371/journal.pone.0095791}, language = {en}, number = {4}, urldate = {2022-06-02}, journal = {PLoS ONE}, author = {Jung, Chien-Cheng and Liang, Hsiu-Hao and Lee, Hui-Ling and Hsu, Nai-Yun and Su, Huey-Jen}, editor = {Zhang, Yinping}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0095791 2129771:ISZL7S95 4682641:R33WQEBK}, pages = {e95791}, } @article{onaifo_alternate_2016, title = {Alternate {Academy}: {Investigating} the {Use} of {Open} {Educational} {Resources} by {Students} at the {University} of {Lagos} in {Nigeria}}, language = {en}, author = {Onaifo, Daniel}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:266F5LEB}, keywords = {⛔ No DOI found}, pages = {412}, } @techreport{baxter_alternative_2009, title = {Alternative education: filling the gap in emergency and post-conflict situations}, shorttitle = {Alternative education}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2012.632841}, language = {en}, urldate = {2020-07-27}, institution = {UNESCO}, author = {Baxter, Pamela and Bethke, Lynne}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:44A28PKB}, pages = {165--167}, } @techreport{cilliers_alternative_2020, title = {Alternative forms of early grade instructional coaching: {Emerging} evidence from field experiments in {South} {Africa}}, url = {https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0}, language = {en}, urldate = {2020-07-22}, author = {Cilliers, Jacobus and Fleisch, Brahm and Kotze, Janeli and Mohohlwane, Nompumelelo and Taylor, Stephen and Thulare, Tshegofatso}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GZ7FD78 2405685:T3XGXGL2 2129771:2JZ7BV5Y}, } @techreport{akogun_alternative_2017, title = {Alternative {Productivity} {Estimates} {Using} {Physical} {Activity}}, language = {en}, author = {Akogun, Oladele B and Dillon, Andrew and Friedman, Jed and Prasann, Ashesh and Serneels, Pieter}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CNP6MLVA 2129771:VGVE3P48 2486141:8ILWDJK8}, } @techreport{momanyi_alternatives_2015, type = {Conference proceedings}, title = {Alternatives towards achieving {Education} {For} {All} ({EFA}): a case of the informal sector business institute ({ISBI}), {Nairobi}, {Kenya}}, url = {https://www.worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20070%20-%20CHRISTOPHER%20MOMANYI_ALTERNATIVES%20TOWARDS%20ACHIEVING%20EDUCATION%20FOR%20ALL_read.pdf}, abstract = {In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.}, language = {en}, author = {Momanyi, C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5AMSN3QY 2317526:EIWGGY2S}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, HDR25, Q:community education, Q:degree, Q:open learning, Q:secondary education, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:continuing education, T:work-based learning, publicImportV1}, } @phdthesis{mendonca_ambientes_2014, address = {Portugal}, type = {{PhD} {Thesis}}, title = {Ambientes online na profissionalização de professores em {Cabo} {Verde}: um projeto de investigação ação}, url = {http://hdl.handle.net/1822/37893}, abstract = {A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.}, language = {Portuguese}, school = {Universidade do Minho}, author = {Mendonça, Adriana}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R9BYMURD 2317526:ARB3PRT4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cape Verde, CLL:pt, publicImportV1}, } @article{sabates_ambition_2011, title = {Ambition {Gone} {Awry}: {The} {Long}-{Term} {Socioeconomic} {Consequences} of {Misaligned} and {Uncertain} {Ambitions} in {Adolescence}}, volume = {92}, issn = {1540-6237}, shorttitle = {Ambition {Gone} {Awry}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-6237.2011.00799.x}, doi = {10.1111/j.1540-6237.2011.00799.x}, abstract = {Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.}, language = {en}, number = {4}, urldate = {2023-01-07}, journal = {Social Science Quarterly}, author = {Sabates, Ricardo and Harris, Angel L. and Staff, Jeremy}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6237.2011.00799.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1540-6237.2011.00799.x 2129771:3BG4S4M7}, pages = {959--977}, } @article{tudunwada_amendment_1999, title = {Amendment of {Soil} {Fertility} {Using} {Differing} {Solid} {Urban} {Waste} {Materials} in {Kumbotso} {LGA}, {Kano} {State}}, language = {en}, number = {Vol.6}, journal = {Journal of Social \& Management Sciences, Bayero University}, author = {Tudunwada, I.Y. and Essiet, E.U.}, year = {1999}, keywords = {⛔ No DOI found}, pages = {55--63}, } @article{cabridens_amrefs_2012, title = {{AMREF}'s {Stand} {Up} {For} {African} {Mothers} {Campaign}: {Training} {Midwives} to {Reduce} {Maternal} {Mortality} in {Africa}}, url = {https://journals.openedition.org/factsreports/1862}, abstract = {Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.}, language = {en}, journal = {The Journal of Field Actions: Field Actions Science Reports}, author = {Cabridens, M and Tolve, S}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6PYYPYX6 2317526:Y2FGVEU7 UTI-1A7853B5-3161-3827-A9DE-182958302341}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Ethiopia, C:South Sudan, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, Q:e-learning, T:Ausbildung, T:TVET, T:Training, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {An {Academic} {Recovery} {Programme} for the {OECS} {Member} {States}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/P2D5IJBC}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4780102}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555952 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555952 10.5281/zenodo.4780102 2129771:QM6J57C9 2129771:X3PR76VM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:d, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {An {Academic} {Recovery} {Programme} for the {OECS} {Member} {States}: {Pitch} {Deck}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/XQCXWE7I}, number = {4}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4780107}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555962 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555962 10.5281/zenodo.4780107 2129771:XQCXWE7I}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:e, \_zenodo:submitted, \_zenodoETH:submitted}, } @incollection{chen_ai-powered_2023, address = {Cham}, title = {An {AI}-{Powered} {Teacher} {Assistant} for {Student} {Problem} {Behavior} {Diagnosis}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_6}, abstract = {Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Chen, Penghe and Lu, Yu}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_6}, keywords = {Assistant, Dialogue system, Need deficiency, Problem behavior, Question answering}, pages = {91--104}, } @incollection{wegerif_alternative_2023, title = {An {Alternative} {History} of {Educational} {Technology}}, isbn = {978-1-00-319849-9}, abstract = {In most histories of educational technology, technology is referred to as a way of supporting education. In this chapter, we explore what happens when this framing of the relationship is reversed and we think about education as a way of supporting technology. We begin with the story of some of the first schools 4000 years ago in Ancient Sumeria. These, we claim, were created to support what was then a relatively new information and communications technology, cuneiform literacy. We argue that the shift from education based on talking and listening to education based on reading and writing involved a change in how knowledge is thought about and how education is understood. After the spread of education based on literacy, and later, on print literacy (which includes numeracy), a new kind of knowledge became possible: knowledge as an indirect representation of a reality rather than knowledge as a direct relationship with reality. This shift from oracy to literacy involved losses as well as gains. We end with a case study suggesting that digitally mediated education might be able to include more of the relationship and connectedness that is of value in oral education systems whilst continuing to support the greater reach and power of print literacy.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 21}, } @article{mobey_analysis_2017, title = {An {Analysis} of {Existing} {Evidence} {Around} {Perceptions} of the {Tanzanian} {Education} {System}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13193}, abstract = {This Helpdesk report has been commissioned to help understand the extent to which the education system currently meets young people’s needs and how far the school represents a safe space for young people. In line with the plan to gather insights and identify trends, themes and areas for discussion for policy meetings about the wider population’s views on the above issues, datasets were identified analysed.}, language = {en}, urldate = {2022-12-18}, author = {Mobey, Helen}, month = jan, year = {2017}, note = {Accepted: 2017-09-08T16:14:04Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YT9VRTRN 4869029:DDC5W2UL}, keywords = {⛔ No DOI found}, } @article{bozkurt_analysis_2018, title = {An analysis of peer reviewed publications on openness in education in half a century: {Trends} and patterns in the open hemisphere}, volume = {0}, copyright = {Copyright (c) 2018 Australasian Journal of Educational Technology}, issn = {1449-5554}, shorttitle = {An analysis of peer reviewed publications on openness in education in half a century}, url = {https://ajet.org.au/index.php/AJET/article/view/4252}, doi = {10.14742/ajet.4252}, abstract = {Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.}, language = {en}, number = {0}, urldate = {2019-03-22}, journal = {Australasian Journal of Educational Technology}, author = {Bozkurt, Aras and Koseoglu, Suzan and Singh, Lenandlar}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 2129771:FSJ8XK22}, keywords = {Open Education, Open Educational Practices (OEPs), Open Educational Resources (OERs), Open Learning, Openness, \_\_C:filed:1}, } @article{muganyizi_analysis_2014, title = {An analysis of pre-service family planning teaching in clinical and nursing education in {Tanzania}}, doi = {10.1186/1472-6920-14-142}, abstract = {Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.}, language = {en}, journal = {BMC medical education}, author = {Muganyizi, Projestine S and Ishengoma, Joyce and Kanama, Joseph and Kikumbih, Nassoro and Mwanga, Feddy and Killian, Richard and McGinn, Erin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:teaching, P:economy, P:health, P:media, P:medical officers, P:nurse, P:service industry, P:services, P:teachers, Q:degree, R:evaluation, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, T:Ausbildung, T:TVET, publicImportV1}, } @inproceedings{saadna_analysis_2022, address = {Singapore}, series = {Smart {Innovation}, {Systems} and {Technologies}}, title = {An {Analysis} of {ResNet50} {Model} and {RMSprop} {Optimizer} for {Education} {Platform} {Using} an {Intelligent} {Chatbot} {System}}, isbn = {9789811636370}, doi = {10.1007/978-981-16-3637-0_41}, abstract = {A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics.}, language = {en}, booktitle = {Networking, {Intelligent} {Systems} and {Security}}, publisher = {Springer}, author = {Saadna, Youness and Boudhir, Anouar Abdelhakim and Ben Ahmed, Mohamed}, editor = {Ben Ahmed, Mohamed and Teodorescu, Horia-Nicolai L. and Mazri, Tomader and Subashini, Parthasarathy and Boudhir, Anouar Abdelhakim}, year = {2022}, keywords = {Artificial intelligence, Chatbot, Education}, pages = {577--590}, } @article{davies_analysis_2020, title = {An analysis of the impact of the {Accelerated} {Learning} {Project} with year 11 students in {Bristol} schools, {Bristol} {City} {Council}}, url = {https://uwe-repository.worktribe.com/output/1035679}, abstract = {1.1 Context In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades compared to the national average of 57\%, with other further indicators of under performance. This resulted in considerable disquiet locally and much negative media interest. Bristol is England‟s eighth largest city and is the biggest population centre in the South West government region. Areas of the City are very multicultural, with about 10\% of young Bristolians having English as an additional language. The regional importance, and service industry/financial base, of the city attracts a higher than average number of graduates to employment in greater Bristol, but conversely 28\% of adults locally have limited or no qualifications. Some districts enjoy considerable wealth and 24\% of the regions employment is centred here, with the local unemployment figure below the national average at 3.1\% of the working age population. There are also pockets of extreme socio-economic deprivation, with some wards within the bottom percentage point of the most socio-economically deprived districts in England. 75\% of Bristol 11-16 year olds are educated in the LA secondary schools, with the remainder educated in the schools of neighbouring LAs or in the large local independent sector.}, language = {en}, urldate = {2020-06-19}, author = {Davies, John Dwyfor and Last, Kathryn and Smart, Dean}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F7TY8EFM 2339240:TM6WIK6N 2486141:N5LA3HDQ}, keywords = {Marginalised, \_AcademicRecoveryOECS, ⛔ No DOI found}, } @article{chitiyo_analysis_2009, title = {An analysis of the integration of instructional technology in pre-service teacher education in {Zimbabwe}}, volume = {57}, doi = {10.1007/s11423-009-9136-7}, number = {6}, journal = {Educational Technology Research and Development}, author = {Chitiyo, Rodwell and Harmon, Stephen W.}, year = {2009}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9136-7 2129771:D46PCTCG 4502395:NB67VLK5 4502395:RDGY2ULC 4502395:TX4RD7V4}, pages = {807--830}, } @article{mekni_artificial_2021, title = {An artificial intelligence based virtual assistant using conversational agents}, volume = {14}, url = {https://www.scirp.org/journal/paperinformation.aspx?paperid=111666}, doi = {10.4236/jsea.2021.149027}, number = {9}, urldate = {2024-02-24}, journal = {Journal of Software Engineering and Applications}, author = {Mekni, Mehdi}, year = {2021}, note = {Publisher: Scientific Research Publishing}, pages = {455--473}, } @article{kim_artificial_2019, title = {An artificial intelligence education program development and application for elementary teachers}, volume = {23}, url = {https://koreascience.kr/article/JAKO201912758458888.page}, doi = {10.14352/jkaie.2019.23.6.629}, number = {6}, urldate = {2024-02-24}, journal = {Journal of The Korean Association of Information Education}, author = {Kim, Kapsu}, year = {2019}, note = {Publisher: Korea Association of Information Education}, pages = {629--637}, } @article{hamaluba_assessment_2022, title = {An {Assessment} of {Computer} and {ICT} {Skills} at {Botswana} {Open} {University}: {Implications} of {ICT} in {Business} {Subjects}}, volume = {9}, copyright = {Copyright (c) 2022 Tommie Hamaluba}, issn = {2311-1550}, shorttitle = {An {Assessment} of {Computer} and {ICT} {Skills} at {Botswana} {Open} {University}}, url = {https://jl4d.org/index.php/ejl4d/article/view/552}, abstract = {This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Hamaluba, Tommie}, month = mar, year = {2022}, note = {Number: 1}, keywords = {BOU, ICT skills, Information technology, business development, innovation, ⛔ No DOI found}, pages = {104--116}, } @techreport{awe_assessment_2009, address = {Association of Researchers in Construction Management, ARCOM}, title = {An assessment of education and training needs of skilled operatives within the {Nigerian} construction industry.}, author = {Awe, EM and Stephenson, P and Griffith, A}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F6BBEVX5 2317526:CCVSVCVC 2317526:QTTKUAZA LOCAL-SCOPUS\_ID:84861048497}, } @article{idris_assessment_2012, title = {An assessment of employability skills among technical and vocational education students in {Nigeria}}, abstract = {The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.}, language = {en}, journal = {Archives Des Science}, author = {Idris, A and Rajuddin, MR}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7DIXQXFQ 2317526:DGLU6N9H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:assessment, F:women, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{aturupane_assessment_2014, title = {An assessment of the impacts of {Sri} {Lanka}’s programme for school improvement and school report card programme on students’ academic progress}, volume = {50}, doi = {10.1080/00220388.2014.936396}, journal = {The Journal of Development Studies}, author = {Aturupane, Harsha and Glewwe, Paul and Ravina, Renato and Sonnadara, Upul and Wisniewski, Suzanne}, year = {2014}, pages = {1647--69}, } @article{faridah_assessment_2019, title = {An assessment of the implementation and enforcement of the {Rights} of children with disabilities in {Uganda}, a case study of {Kampala} district}, author = {Faridah, Nanyondo}, year = {2019}, note = {Publisher: Kampala international international: School Of Law}, keywords = {⛔ No DOI found}, } @techreport{emmanuel_assessment_2020, title = {An {Assessment} of the {Transition} to {Virtual} {Learning} in the {OECS}}, url = {https://www.oecs.org/en/our-work/knowledge/library/an-assessment-of-the-transition-to-virtual-learning-in-the-oecs/download}, abstract = {This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs.}, language = {en-gb}, urldate = {2021-10-08}, author = {Emmanuel, Royston and Anthony, Germain}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A7F8K65W 2486141:4GCCYVU2}, } @techreport{blench_atlas_2019, title = {An {Atlas} of {Nigerian} {Languages}}, url = {https://www.academia.edu/40463130/AN_ATLAS_OF_NIGERIAN_LANGUAGES}, abstract = {A listing and introduction to the languages of Nigeria. 2019 edition of a document first published in 1976 as 'An Index of Nigerian Languages'}, language = {en}, urldate = {2024-03-25}, author = {Blench, Roger}, month = jan, year = {2019}, } @book{hasler_atlas_2017, title = {An {Atlas} of {The} {Forty} {Colleges} of {Education} in {Ghana}}, copyright = {All rights reserved}, url = {http://bjohas.de/atlas2017}, author = {Haßler, Björn and Akunor, J. T. and Nyamador, E. S.}, year = {2017}, doi = {10.5281/zenodo.3911076}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:F7ZRYUZX KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @book{reimers_educational_nodate, title = {An educational calamity : {Learning} and teaching during the {Covid}-19 pandemic}, shorttitle = {An educational calamity}, language = {English}, author = {Reimers, Fernando and Amaechi, Uche and Banerji, Alysha and Wang, Margaret}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3U6F5RT6 2129771:S8A8UWAT}, keywords = {⛔ No DOI found}, } @incollection{sinha_educational_2020, title = {An educational {Chatbot} for answering queries}, booktitle = {Emerging {Technology} in {Modelling} and {Graphics}}, publisher = {Springer}, author = {Sinha, Sharob and Basak, Shyanka and Dey, Yajushi and Mondal, Anupam}, year = {2020}, pages = {55--60}, } @article{ibhadode_evaluation_2019, title = {An evaluation of classroom-illumination: a critical requirement for effective designing and construction of naturally-illuminated schools in {Nigeria}}, volume = {13}, shorttitle = {An evaluation of classroom-illumination}, number = {4}, journal = {Progress in Industrial Ecology, an International Journal}, author = {Ibhadode, Osagie and Ajayi, Oluseyi Olarenwaju and Abioye, Abiodun Ayodeji and Ismaila, Joseph and Adekunle, Adebayo Abidemi}, year = {2019}, note = {Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:JL92A24B 4682641:FK9AK9X6}, keywords = {BE:Annotated, BE:RELEVANT, BE:light, ❓ Multiple DOI}, pages = {342--372}, } @article{wolf_evaluation_2021, title = {An {Evaluation} of the {Literacy}-{Infused} {Science} {Using} {Technology} {Innovation} {Opportunity} ({LISTO}) i3 {Evaluation} ({Valid} 45) {Final} {Report}.}, url = {https://eric.ed.gov/?id=ED613901}, urldate = {2024-03-01}, journal = {Grantee Submission}, author = {Wolf, Rebecca and Cook, Michael and Reid, Alan and Neitzel, Amanda and Ross, Steven and Risman, Kelsey}, year = {2021}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MVDQUCLE}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{hyde_evaluation_1997, title = {An evaluation of village based school in {Mongichi}, {Malawi}}, volume = {62}, journal = {Determinants of Education achievement and attainment in Africa: findings from nine case studies. S. D publication series. Office of Sustainable Development, Bureau for Africa, Technical paper}, author = {Hyde, Karin AL and Kadzamira, Esme C. and Sichinga, Juliet C. and Chibwana, Mike P. and Ridker, R. G.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VP83FSBF 4752638:537DHEQI}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{ritzhaupt_examination_2018, title = {An examination of the digital divide and its dividing factors in formal educational settings}, url = {https://books.google.co.uk/books?hl=en&lr=&id=wyBzDwAAQBAJ&oi=fnd&pg=PA19&dq=Hohlfeld+et+al.+2018+education&ots=fqHh4OQR7_&sig=M1S7QYcxQHOhnt5Tp9R3MP1Fg7M}, urldate = {2024-03-04}, journal = {Crossing the bridge of the digital divide: A walk with global leaders}, author = {Ritzhaupt, Albert D. and Hohlfeld, Tina N.}, year = {2018}, note = {Publisher: IAP KerkoCite.ItemAlsoKnownAs: 4804264:ZPN7QJBN}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {19--36}, } @article{luckner_examination_2005, title = {An {Examination} of the {Evidence}-{Based} {Literacy} {Research} in {Deaf} {Education}}, volume = {150}, issn = {1543-0375}, url = {http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html}, doi = {10.1353/aad.2006.0008}, language = {en}, number = {5}, urldate = {2020-03-02}, journal = {American Annals of the Deaf}, author = {Luckner, John L. and Sebald, Ann M. and Cooney, John and Young, John and Muir, Sheryl Goodwin}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/aad.2006.0008 2129771:5UIA62EP 503888:ZL997RBJ}, keywords = {\_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {443--456}, } @article{abugre_examination_2015, title = {An examination of training and development of middle level managers in emerging economies: {Evidence} from financial institutions in {Ghana}}, doi = {10.1108/ijoa-10-2011-0521}, abstract = {© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T\&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T\&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T\&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T\&D are given to them. Originality/value – Empirical literature on T\&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.}, language = {en}, journal = {International Journal of Organizational Analysis}, author = {Abugre, James B. and Adebola, Kester}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, D:emerging economies, F:outcomes, P:economy, P:measurement, P:services, R:quantitative, R:survey, T:Training, Z:Banks, Z:Mid-level managers, Z:Performance, Z:Training and development, \_C:Australia AUS, \_C:China CHN, \_C:Ghana GHA, \_C:Greece GRC, \_C:Japan JPN, \_C:Kuwait KWT, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{minaz_experimental_2017, title = {An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom}, volume = {34}, issn = {18183344}, url = {https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf}, abstract = {Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.}, language = {English}, number = {2}, journal = {Pakistan Journal of Education}, author = {Minaz, Maksal and Tabassum, Rabia and Idris, Muhammad}, year = {2017}, note = {Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:AUM7ANGN 2534378:Q5BTRXDU 2534378:ZZ43GQ5G}, keywords = {Education, Educational technology, Learning, Pedagogy, Podcasts, Professional development, Teacher attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096864, \_\_finaldtb, ⛔ No DOI found}, pages = {167--182}, } @article{wolfenden_exploration_2019, title = {An exploration of agency in the localisation of open educational resources for teacher development}, volume = {44}, issn = {1743-9884}, url = {http://oro.open.ac.uk/62250/}, doi = {10.1080/17439884.2019.1628046}, abstract = {This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.}, number = {3}, urldate = {2020-10-27}, journal = {Learning, Media and Technology}, author = {Wolfenden, Freda and Adinolfi, Lina}, month = jul, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V}, keywords = {India, Open educational resources (OER), \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457357, \_\_finaldtb, localisation, professional agency}, pages = {327--344}, } @article{kintu_exploration_2019, title = {An {Exploration} of {Strategies} for {Facilitating} {Graduates}’ {Transition} to the {World} of {Work}: {A} {Case} of {Technical}, {Vocational} {Education} and {Training} {Graduates} in {Uganda}}, volume = {5}, issn = {2469-8180}, shorttitle = {An {Exploration} of {Strategies} for {Facilitating} {Graduates}’ {Transition} to the {World} of {Work}}, url = {http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=372&doi=10.11648/j.ijvetr.20190501.11}, doi = {10.11648/j.ijvetr.20190501.11}, language = {en}, number = {1}, urldate = {2020-02-02}, journal = {International Journal of Vocational Education and Training Research}, author = {Kintu, Denis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijvetr.20190501.11 2129771:PGAGF5GK 2317526:8ZMMLIMR}, } @phdthesis{khalid_exploratory_2020, type = {{PhD} {Thesis}}, title = {An {Exploratory} {Qualitative} {Study} of the {Potential} for {Enhanced} e-{Learning} in {Public} {Higher} {Education} in {Afghanistan}}, school = {Indiana University of Pennsylvania}, author = {Khalid, Abdul Habib}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P97XLKT8}, keywords = {\_\_C:filed:1}, } @article{lee_exploratory_2022, title = {An {Exploratory} {Study} of {Digital} {Literacy} {Frameworks}: {A} {Comparative} {Analysis}}, doi = {10.2139/ssrn.4088293}, journal = {SSRN}, author = {Lee, Yoo-Taek and Fanea-Ivanovici, Mina}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4088293 2129771:QFIEKJ8H 5242966:CIIISUCK}, keywords = {\_z:no\_pdf}, } @misc{hasler_extension_2020, title = {An extension for {Google} {Chrome}: {Create} bookmarklets to repeatedly create {Google} {Docs} in specfici folders ({OpenDevEd}/{ChromeExtension}-{GoogleDocsCreator})}, url = {https://github.com/OpenDevEd/ChromeExtension-GoogleDocsCreator}, urldate = {2020-07-11}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2020}, note = {original-date: 2020-07-04T00:13:29Z KerkoCite.ItemAlsoKnownAs: 2129771:FWQRSYAS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{hasler_extension_2020, title = {An extension for {Google} {Chrome}: {Search} your history for {Google} {Docs} ({OpenDevEd}/{ChromeExtension}-{WhatGD})}, copyright = {BSD-3-Clause License , BSD-3-Clause License}, url = {https://github.com/OpenDevEd/ChromeExtension-WhatGD}, urldate = {2020-07-11}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2020}, note = {original-date: 2020-07-03T12:26:22Z KerkoCite.ItemAlsoKnownAs: 2129771:NHRS2W6C}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence}, } @misc{eccles_implementation_2009, title = {An implementation research agenda}, publisher = {BioMed Central}, author = {Eccles, Martin P. and Armstrong, David and Baker, Richard and Cleary, Kevin and Davies, Huw and Davies, Stephen and Glasziou, Paul and Ilott, Irene and Kinmonth, Ann-Louise and Leng, Gillian}, year = {2009}, note = {Issue: 1 Pages: 1–7 Publication Title: Implementation Science Volume: 4 KerkoCite.ItemAlsoKnownAs: 2129771:IGR4Y56A 4426965:NBQKBLC5 4869029:QW3U46U9}, } @misc{eccles_implementation_2009, title = {An implementation research agenda}, publisher = {BioMed Central}, author = {Eccles, Martin P. and Armstrong, David and Baker, Richard and Cleary, Kevin and Davies, Huw and Davies, Stephen and Glasziou, Paul and Ilott, Irene and Kinmonth, Ann-Louise and Leng, Gillian}, year = {2009}, note = {Issue: 1 Pages: 1–7 Publication Title: Implementation Science Volume: 4 KerkoCite.ItemAlsoKnownAs: 2129771:A2UVELB4 4869029:QW3U46U9}, } @misc{brugha_inclusive_2020, title = {An inclusive approach to searching for evidence on {EdTech} in low- and middle- income countries}, url = {https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/}, abstract = {A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …}, language = {en-GB}, urldate = {2020-02-27}, journal = {The EdTech Hub}, author = {Brugha, Meaghan}, month = feb, year = {2020}, doi = {10.5281/zenodo.3911079}, note = {EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:BGLPB3AG}, keywords = {\_C:Gambia GMB, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_zenodoODE}, } @inproceedings{sanusi_insight_2022, title = {An insight into cultural competence and ethics in {K}-12 artificial intelligence education}, url = {https://ieeexplore.ieee.org/abstract/document/9766818/?casa_token=jIWiEsEOBw4AAAAA:Z6hTqEF3NunASPMPaOQUyQnVKPBXBt43nV_UoGKlBa0qDn3QD1M8mAO5DSp7LIO-DlXMEsIwjTI}, doi = {10.1109/EDUCON52537.2022.9766818}, urldate = {2024-02-24}, booktitle = {2022 {IEEE} global engineering education conference ({EDUCON})}, publisher = {IEEE}, author = {Sanusi, Ismaila Temitayo and Olaleye, Sunday Adewale}, year = {2022}, pages = {790--794}, } @article{donaghue_instrument_2003, title = {An instrument to elicit teachers' beliefs and assumptions}, volume = {57}, issn = {0951-0893}, url = {https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions}, doi = {10.1093/elt/57.4.344}, abstract = {Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.}, number = {4}, urldate = {2021-06-10}, journal = {ELT Journal}, author = {Donaghue, Helen}, month = oct, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC}, pages = {344--351}, } @article{mtetwa_integrated_2022, title = {An integrated model for teacher continuing professional learning in {Zimbabwean} primary schools}, volume = {1}, url = {https://ajoted.org/index.php/ajoted/article/view/9}, doi = {10.4102/ajoted.v1i1.9}, number = {1}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Mtetwa, David KJ and Ndemo, Zakaria}, year = {2022}, pages = {13}, } @article{cho_integrative_2020, title = {An {Integrative} {Literature} {Review} on {Pain} {Alleviation} {Interventions} for {Hospitalized} {Children}}, volume = {26}, doi = {10.4094/chnr.2020.26.2.254}, number = {2}, journal = {Child Health Nursing Research}, author = {Cho, Haeryun and Lee, Jungmin and Kim, Shin-Jeong}, year = {2020}, note = {Publisher: Korean Academy of Child Health Nursing KerkoCite.ItemAlsoKnownAs: 10.4094/chnr.2020.26.2.254 2129771:YL6AVXUZ}, keywords = {\_\_C:filed:1}, pages = {254--266}, } @article{shin_integrative_2020, title = {An {Integrative} {Literature} {Review} on {Sex} {Education} {Programs} for {Korean} {College} {Students}}, volume = {26}, doi = {10.5977/jkasne.2020.26.1.78}, number = {1}, journal = {The Journal of Korean Academic Society of Nursing Education}, author = {Shin, Hyewon and Lee, Jung Min and Min, Hye Young}, year = {2020}, note = {Publisher: The Korean Academic Society of Nursing Education KerkoCite.ItemAlsoKnownAs: 10.5977/jkasne.2020.26.1.78 2129771:8IPVZF74}, keywords = {\_\_C:filed:1}, pages = {78--96}, } @article{shin_integrative_2019, title = {An {Integrative} {Literature} {Review} on {Sexual} {Abuse} {Prevention} {Education} {Programs} for {Elementary} {School} {Students} in {South} {Korea}}, volume = {25}, doi = {10.4094/chnr.2019.25.4.435}, number = {4}, journal = {Child Health Nursing Research}, author = {Shin, Hyewon and Lee, Jung Min and Kang, Kyung-Ah and Kim, Shin-Jeong and Shin, Hyewon and Lee, Jung Min and Kang, Kyung-Ah and Kim, Shin-Jeong}, year = {2019}, note = {Publisher: Korean Academy of Child Health Nursing KerkoCite.ItemAlsoKnownAs: 10.4094/chnr.2019.25.4.435 2129771:J6JXPQLN}, keywords = {\_\_C:filed:1}, pages = {435--448}, } @article{commeyras_integrative_2007, title = {An integrative review of teaching reading in {Kenyan} primary schools}, volume = {42}, url = {https://doi.org/10.1598/RRQ.42.2.3.}, doi = {10.1598/RRQ.42.2.3}, number = {2}, journal = {Reading Research Quarterly}, author = {Commeyras, M. and Inyega, H.N.}, year = {2007}, pages = {258--281}, } @article{swanson_interactive_1997, series = {Scientific {Discovery}}, title = {An interactive system for finding complementary literatures: a stimulus to scientific discovery}, volume = {91}, issn = {0004-3702}, shorttitle = {An interactive system for finding complementary literatures}, url = {https://www.sciencedirect.com/science/article/pii/S0004370297000088}, doi = {10.1016/S0004-3702(97)00008-8}, abstract = {An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.}, language = {en}, number = {2}, journal = {Artificial Intelligence}, author = {Swanson, DR and Smalheiser, NR}, month = apr, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0004-3702(97)00008-8 2129771:CCYCH2FI 2405685:LL56VJY4 2486141:DI9NQLCF 2486141:Q4YETKAP}, keywords = {\_Added-ailr-2024}, pages = {183--203}, } @techreport{hankivsky_intersectionality-based_2012, title = {An {Intersectionality}-{Based} {Policy} {Analysis} {Framework}}, url = {https://data2.unhcr.org/en/documents/download/46176}, author = {Hankivsky, Olena}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ}, } @article{hankivsky_intersectionality-based_2014, title = {An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity}, volume = {13}, issn = {1475-9276}, shorttitle = {An intersectionality-based policy analysis framework}, url = {https://doi.org/10.1186/s12939-014-0119-x}, doi = {10.1186/s12939-014-0119-x}, abstract = {In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.}, number = {1}, urldate = {2021-02-27}, journal = {International Journal for Equity in Health}, author = {Hankivsky, Olena and Grace, Daniel and Hunting, Gemma and Giesbrecht, Melissa and Fridkin, Alycia and Rudrum, Sarah and Ferlatte, Olivier and Clark, Natalie}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG}, keywords = {Equity, Health, Intersectionality, Policy analysis, Reflexivity}, pages = {119}, } @article{nahum-shani_introduction_2020, title = {An {Introduction} to {Adaptive} {Interventions} and {SMART} {Designs} in {Education}}, abstract = {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.}, language = {en}, author = {Nahum-Shani, Inbal and Almirall, Daniel and Buckley, Jacquelyn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:V2SF9P8S 4804264:Y9JLDGWH}, keywords = {Final\_citation, existing, ⛔ No DOI found}, } @article{bauer_introduction_2015, title = {An introduction to implementation science for the non-specialist}, volume = {3}, doi = {10.1186/s40359-015-0089-9}, number = {1}, journal = {BMC psychology}, author = {Bauer, Mark S. and Damschroder, Laura and Hagedorn, Hildi and Smith, Jeffrey and Kilbourne, Amy M.}, year = {2015}, note = {Publisher: BioMed Central KerkoCite.ItemAlsoKnownAs: 10.1186/s40359-015-0089-9 2129771:JMXX6KXJ}, pages = {1--12}, } @book{gough_introduction_2012, title = {An introduction to systematic reviews}, url = {http://www.ebooks.com/880844/an-introduction-to-systematic-reviews/gough-david-ed--oliver-sandy-ed--thomas-james-ed/}, urldate = {2015-03-09}, publisher = {Sage}, author = {Gough, David and Oliver, Sandy and Thomas, James}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CWG54MTF 2249382:I4PWH2U9}, keywords = {AWP2, Research methods}, } @article{torres-salinas_introduction_2013, title = {An introduction to the coverage of the {Data} {Citation} {Index} ({Thomson}-{Reuters}): {Disciplines}, document types and repositories}, shorttitle = {An introduction to the coverage of the {Data} {Citation} {Index} ({Thomson}-{Reuters})}, journal = {arXiv preprint arXiv:1306.6584}, author = {Torres-Salinas, Daniel and Martín-Martín, Alberto}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GRAPAAD2}, keywords = {⛔ No DOI found}, } @techreport{hasler_investigation_2011, address = {Cambridge}, title = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT}). {A} joint report from {Aptivate} and the {Centre} for {Commonwealth} {Education} ({University} of {Cambridge}). {Final} {Report} to {DfID}.}, shorttitle = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT})}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf}, institution = {Aptivate and University of Cambridge}, author = {Haßler, Björn and Hennessy, S. and Lord, T. and Cross, A. and Jackson, A. and Simpson, M.}, year = {2011}, note = {0007 EdTechHub.Copy: 2405685:3TABTBW7 KerkoCite.ItemAlsoKnownAs: 2129771:KZZRYUI2 2129771:QTDNPHWH 2129771:Y9FGADHH 2129771:ZATDIRKP 2405685:3TABTBW7 257089:5JDHV98J 261495:6J76DW54}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:a, ⛔ No DOI found}, } @article{cheon_investigation_2012, title = {An investigation of mobile learning readiness in higher education based on the theory of planned behavior}, volume = {59}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131512000991}, doi = {10.1016/j.compedu.2012.04.015}, abstract = {This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.}, language = {en}, number = {3}, urldate = {2020-04-21}, journal = {Computers \& Education}, author = {Cheon, Jongpil and Lee, Sangno and Crooks, Steven M. and Song, Jaeki}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.015 2129771:JR7B63HS}, keywords = {Higher education, Mobile learning, m-learning, m-learning adoption}, pages = {1054--1064}, } @article{ramazanoglu_investigation_2021, title = {An {Investigation} of pre-service teachers' motives for using {Instagram}: {Pre}-service teachers' motives for using {Instagram}}, volume = {13}, issn = {1993-7660}, shorttitle = {An {Investigation} of pre-service teachers' motives for using {Instagram}}, language = {en}, number = {1}, journal = {International Journal of Curriculum and Instruction}, author = {Ramazanoğlu, Mehmet and Toytok, Esef Hakan}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:7BRPX2BI}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @inproceedings{cramer_investigation_2009, title = {An investigation of purpose built netbooks for primary school education}, shorttitle = {An investigation of purpose built netbooks for primary school education}, doi = {10.1145/1551788.1551796}, publisher = {ACM}, author = {Cramer, M. and Beauregard, R. and Sharma, M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/1551788.1551796 10/c74rc3 2129771:FE7F5YFE 261495:2FTIWF7Z}, pages = {36--43}, } @article{debue_investigation_2020, title = {An investigation of using a tablet computer for searching on the web and the influence of cognitive load}, volume = {16}, doi = {10.20982/tqmp.16.3.p226}, journal = {Tutorials in Quantitative Methods for Psychology}, author = {Debue, Nicolas and Ou, Nora and van de Leemput, Cécile}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.20982/tqmp.16.3.p226 2129771:N6P9TEVQ}, keywords = {\_\_C:filed:1}, pages = {226--239}, } @techreport{leach_investigative_2003, title = {An investigative study of the abuse of girls in {African} schools}, author = {Leach, Fiona and Fiscian, Vivian and Kadzamira, Esme and Lemani, Eve and Machakanja, Pamela}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BP3QRPR4 4752638:BMQBCU34 4752638:QIKNWMGD 4752638:S7L4NDPM 4752638:Z2CF2UKC 4752638:Z9H6P3J2 4752638:ZPQHPWPH}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{kominers_invitation_nodate, title = {An {Invitation} to {Market} {Design}}, abstract = {Market design seeks to translate economic theory and analysis into practical solutions to real-world problems. By redesigning both the rules that guide market transactions and the infrastructure that enables those transactions to take place, market designers can address a broad range of market failures. In this paper, we illustrate the process and power of market design through three examples: the design of medical residency matching programs; a scrip system to allocate food donations to food banks; and the recent “Incentive Auction” that reallocated wireless spectrum from television broadcasters to telecoms. Our lead examples show how effective market design can encourage participation, reduce gaming, and aggregate information, in order to improve liquidity, efficiency, and equity in markets. We also discuss a number of fruitful applications of market design in other areas of economic and public policy.}, language = {en}, author = {Kominers, Scott Duke and Teytelboym, Alexander}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Chile CHL, \_C:Germany DEU, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Japan JPN, \_C:Singapore SGP, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {43}, } @article{brik_iot-based_2021, title = {An {IoT}-based deep learning approach to analyse indoor thermal comfort of disabled people}, volume = {203}, issn = {0360-1323}, url = {https://www.sciencedirect.com/science/article/pii/S0360132321004583}, doi = {10.1016/j.buildenv.2021.108056}, abstract = {Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94\% and a precision and recall of 98\% and 97\%, respectively.}, language = {en}, urldate = {2022-06-03}, journal = {Building and Environment}, author = {Brik, Bouziane and Esseghir, Moez and Merghem-Boulahia, Leila and Snoussi, Hichem}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108056 2129771:ZRVWRNN9}, keywords = {Building sustainability, Deep learning, Disabled people, Indoor thermal comfort prediction and monitoring, Internet of Things (IoT)}, pages = {108056}, } @article{kanakri_observational_2017, title = {An {Observational} {Study} of {Classroom} {Acoustical} {Design} and {Repetitive} {Behaviors} in {Children} {With} {Autism}}, volume = {49}, issn = {0013-9165, 1552-390X}, url = {http://journals.sagepub.com/doi/10.1177/0013916516669389}, doi = {10.1177/0013916516669389}, abstract = {The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.}, language = {en}, number = {8}, urldate = {2024-03-27}, journal = {Environment and Behavior}, author = {Kanakri, Shireen M. and Shepley, Mardelle and Tassinary, Louis G. and Varni, James W. and Fawaz, Haitham M.}, month = oct, year = {2017}, pages = {847--873}, } @inproceedings{wand_ontological_1988, title = {An ontological analysis of some fundamental information systems concepts}, language = {en}, booktitle = {Proceedings of the {International} {Conference} on {Information} {Systems}}, author = {Wand, Y and Weber, R}, year = {1988}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TA58X74T 2486141:F7RI5X75}, keywords = {⛔ No DOI found}, pages = {213--226}, } @article{van_de_schoot_open_2021, title = {An open source machine learning framework for efficient and transparent systematic reviews}, volume = {3}, copyright = {2021 The Author(s)}, issn = {2522-5839}, url = {https://www.nature.com/articles/s42256-020-00287-7}, doi = {10.1038/s42256-020-00287-7}, abstract = {To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Nature Machine Intelligence}, author = {van de Schoot, Rens and de Bruin, Jonathan and Schram, Raoul and Zahedi, Parisa and de Boer, Jan and Weijdema, Felix and Kramer, Bianca and Huijts, Martijn and Hoogerwerf, Maarten and Ferdinands, Gerbrich and Harkema, Albert and Willemsen, Joukje and Ma, Yongchao and Fang, Qixiang and Hindriks, Sybren and Tummers, Lars and Oberski, Daniel L.}, month = feb, year = {2021}, note = {Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2129771:4R275XEP 2129771:R9HFUT75 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287}, keywords = {Computational biology and bioinformatics, Computer science, Medical research, SARS-CoV-2, \_Added-ailr-2024}, pages = {125--133}, } @phdthesis{gozo_outcomes_2016, type = {{PhD} {Thesis}}, title = {An {Outcomes} {Evaluation} of the {School} {Feeding} {Project} {Implemented} {By} {Caritas} {Zimbabwe} at {Chirongwe} {Primary} {School}, {Masvingo} {Province}}, school = {Lupane State University}, author = {Gozo, Shingiriro Persistance}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9WZLE3ET 4502395:IJ8IZCPX 4502395:K2XTKKN5}, } @inproceedings{adamopoulou_overview_2020, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {An {Overview} of {Chatbot} {Technology}}, isbn = {978-3-030-49186-4}, doi = {10.1007/978-3-030-49186-4_31}, abstract = {The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.}, language = {en}, booktitle = {Artificial {Intelligence} {Applications} and {Innovations}}, publisher = {Springer International Publishing}, author = {Adamopoulou, Eleni and Moussiades, Lefteris}, editor = {Maglogiannis, Ilias and Iliadis, Lazaros and Pimenidis, Elias}, year = {2020}, keywords = {Artificial Intelligence, Chatbot, Chatbot architecture, Machine learning, NLU}, pages = {373--383}, } @article{wang_overview_2018, title = {An overview of e-learning in {China}: {History}, challenges and opportunities}, volume = {13}, issn = {1745-4999}, shorttitle = {An overview of e-learning in {China}}, url = {https://doi.org/10.1177/1745499918763421}, doi = {10.1177/1745499918763421}, abstract = {The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.}, language = {en}, number = {1}, urldate = {2021-09-02}, journal = {Research in Comparative and International Education}, author = {Wang, Yan and Liu, Xuan and Zhang, Zhenhong}, month = mar, year = {2018}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U}, keywords = {Challenges, China, ICT in education, e-learning, professional development, successes}, pages = {195--210}, } @article{joynes_overview_2019, title = {An {Overview} of {Evidence} {Regarding} the {Impact} of {Impact} {Bonds} as {Innovative} {Financing} {Mechanisms} for {Education} in {Development} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14402}, abstract = {This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris}, month = feb, year = {2019}, note = {Accepted: 2019-03-12T12:35:20Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:FM3L96BF 4869029:RB9R742R}, keywords = {⛔ No DOI found}, } @article{joynes_overview_2018, title = {An {Overview} of {ICT} for {Education} of {Refugees} and {IDPs}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14247}, abstract = {This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson \& Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson \& Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson \& Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin \& Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson \& Stannard 2018).}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris and James, Zoe}, month = nov, year = {2018}, note = {Accepted: 2019-01-08T11:48:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:NWNVRKRN 4869029:GFTG4UHC}, keywords = {⛔ No DOI found}, } @misc{joynes_overview_2018, title = {An {Overview} of {ICT} for {Education} of  {Refugees} and {IDPs}​}, publisher = {Department for International Development}, author = {Joynes, D. and James, , Z}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:63TNW4PK}, } @article{joynes_overview_2019, title = {An {Overview} of {Innovative} {Financing} {Mechanisms} for {Education} in {Development} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14374}, abstract = {Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris}, month = feb, year = {2019}, note = {Accepted: 2019-02-28T15:17:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PEXBANW7 4869029:8QITEC5T}, keywords = {⛔ No DOI found}, } @article{angela_overview_2021, title = {An overview of national {AI} strategies and policies}, language = {en}, author = {Angela, ATTREY}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:RSXIVL7E}, keywords = {⛔ No DOI found}, } @article{mcconatha_roi_2014, title = {An {ROI} {Ed}-{Biz} {Approach} for {Deploying} {Mobile} {Pedagogy}}, copyright = {Access limited to members}, url = {https://www.igi-global.com/chapter/an-roi-ed-biz-approach-for-deploying-mobile-pedagogy/78672}, doi = {10.4018/978-1-4666-4333-8.ch015}, abstract = {An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity.}, language = {en}, urldate = {2018-06-09}, journal = {Mobile Pedagogy and Perspectives on Teaching and Learning}, author = {McConatha, Douglas}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-4333-8.ch015 10/gf62h6 2129771:9WPFKMAZ}, pages = {250--267}, } @article{santos_alise_2016, title = {Análise de programas estruturadores de saúde do {Estado} de {Minas} {Gerais} por meio de indicadores finalísticos}, volume = {67}, copyright = {Copyright (c) 2016 Revista do Serviço Público}, issn = {2357-8017}, url = {https://revista.enap.gov.br/index.php/RSP/article/view/713}, doi = {10.21874/rsp.v67i3.713}, abstract = {O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.}, language = {pt}, number = {3}, urldate = {2022-12-04}, journal = {Revista do Serviço Público}, author = {Santos, Geovana Maria Carmo and Silveira, Mauro César and Oliveira, Andre Correa de}, month = sep, year = {2016}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21874/rsp.v67i3.713 2129771:MEJYRJEW}, keywords = {Author:OpenDevEd}, pages = {433--462}, } @techreport{delprato_analysing_2017, title = {Analysing {Cost}-{Effectiveness} {Of} {Raising} {Learning} {For} {Marginalised} {Girls} {Through} {Camfed}'{S} {Programme}: {Methodological} {A} {Methodological} {Note}}, shorttitle = {Analysing {Cost}-{Effectiveness} {Of} {Raising} {Learning} {For} {Marginalised} {Girls} {Through} {Camfed}'{S} {Programme}}, url = {https://zenodo.org/record/1247324}, abstract = {This note provides an overview of the methodological approach being taken to analyse cost-effectiveness of Camfed’s programme in Tanzania and Zimbabwei. It highlights the association between Value for Money and cost-effectiveness, and pays particular attention to the importance of measuring cost-effectiveness from an equity perspective. It further identifies the implications of calculating cost-effectiveness with consideration of sustainability, scalability and replicability of Camfed’s programme.}, language = {en}, urldate = {2018-06-08}, institution = {Zenodo}, author = {Delprato, Marcos and Alcott, Benjamin and Rose, Pauline and Sabates, Ricardo}, month = oct, year = {2017}, doi = {10.5281/zenodo.1247324}, } @article{rosado_analysing_2006, title = {Analysing {Digital} {Literacy} {Frameworks}}, abstract = {This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe.}, author = {Rosado, Eliana and Belisle, Claire}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BA4RBJCT}, keywords = {⛔ No DOI found}, } @article{zinn_analysing_2019, title = {Analysing training needs of {TVET} teachers in {South} {Africa}. {An} empirical study}, doi = {10.13152/IJRVET.6.2.4}, abstract = {Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.}, journal = {International Journal for Research in Vocational Education and Training}, author = {Zinn, Bernd and Raisch, Kevin and Reimann, Jennifer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.4 2129771:JW7R2TV6 2129771:TFSAE8MD}, } @incollection{sun_analysis_2023, address = {Cham}, title = {Analysis and {Improvement} of {Classroom} {Teaching} {Based} on {Artificial} {Intelligence}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_7}, abstract = {Common classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Sun, Zhong and Yu, Zi Chun and Xu, Fei Yun}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_7}, keywords = {Artificial intelligence, Classroom teaching analysis, Teaching events, Teaching structure}, pages = {105--121}, } @article{mulera_analysis_2017, title = {Analysis of factors affecting pupil performance in {Malawi}’s primary schools based on {SACMEQ} survey results}, volume = {54}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059317302055}, doi = {10.1016/j.ijedudev.2017.04.001}, abstract = {The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more significant factors that negatively affected pupil performance.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Mulera, David Mc W.J. and Ndala, Ken Kaziputa and Nyirongo, Richard}, month = may, year = {2017}, keywords = {\_C:Botswana BWA, \_C:Colombia COL, \_C:Kenya KEN, \_C:Laos LAO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:South Africa ZAF, \_C:Thailand THA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {59--68}, } @article{amevor_analysis_2021, title = {Analysis of {Rural}-{Based} {Pre}-{Service} {Teachers} {Spatial}-{Visualisation} {Skills} in {Problem} {Solving} in {Vector} {Calculus} {Using} {MATLAB}}, volume = {16}, doi = {10.3991/ijet.v16i10.19269}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Amevor, Godfred and Bayaga, Anass and Bosse, Michael}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 4804264:UPDVBDUR}, keywords = {Final\_citation, cited, existing}, } @article{jeon_analysis_2020, title = {Analysis of the {ICILS} 2018 {Results} by {Korean} {Students}' {Educational} {Experience} in {Computer} and {Information} {Literacy} and {Computational} {Thinking}}, volume = {23}, url = {https://koreascience.kr/article/JAKO202023852335493.page}, number = {3}, urldate = {2024-03-04}, journal = {The Journal of Korean association of computer education}, author = {Jeon, Seongkyun and Son, Yoonhee and Park, Sangwook}, year = {2020}, note = {Publisher: The Korean Association of Computer Education KerkoCite.ItemAlsoKnownAs: 4804264:7H9J7BC3}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {1--8}, } @article{yoshii_analysis_2009, title = {Analysis of the reporting of search strategies in {Cochrane} systematic reviews}, volume = {97}, issn = {1536-5050}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605027/}, doi = {10.3163/1536-5050.97.1.004}, abstract = {Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6\%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68\% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews.}, number = {1}, urldate = {2021-04-17}, journal = {Journal of the Medical Library Association : JMLA}, author = {Yoshii, Adriana and Plaut, Daphne A. and McGraw, Kathleen A. and Anderson, Margaret J. and Wellik, Kay E.}, month = jan, year = {2009}, pmid = {19158999}, pmcid = {PMC2605027}, note = {KerkoCite.ItemAlsoKnownAs: 10.3163/1536-5050.97.1.004 2129771:VGCPL4Z8}, pages = {21--29}, } @techreport{toyinbo_analysis_2023, type = {Report}, title = {Analysis report of data collected in {Temeke} schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/BJ7JH7MU}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Toyinbo, Oluyemi and Villavicencio, Xuzel and Waziri, Nafisa and Haßler, Björn}, month = dec, year = {2023}, doi = {10.53832/opendeved.1116}, note = {ZenodoArchiveID: 10794560 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1116 ZenodoArchiveConcept: 10794559}, keywords = {Internal, \_r:AddedByMyEducationEvidence}, } @book{lecompte_analyzing_1999, title = {Analyzing \& interpreting ethnographic data}, volume = {5}, publisher = {Rowman Altamira}, author = {LeCompte, Margaret Diane and Schensul, Jean J.}, year = {1999}, } @patent{pore_analyzing_2019, title = {Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms}, url = {https://patents.google.com/patent/US10431201B1/en}, nationality = {US}, language = {en}, assignee = {International Business Machines Corp}, number = {US10431201B1}, urldate = {2020-09-01}, author = {Pore, Meenal and Sengeh, David Moinina}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DH4JDKWW}, keywords = {api, audio file, speech, text, text message}, } @article{boyd_analyzing_2013, title = {Analyzing the {Determinants} of the {Matching} of {Public} {School} {Teachers} to {Jobs}: {Disentangling} the {Preferences} of {Teachers} and {Employers}}, volume = {31}, issn = {0734-306X, 1537-5307}, shorttitle = {Analyzing the {Determinants} of the {Matching} of {Public} {School} {Teachers} to {Jobs}}, url = {https://www.journals.uchicago.edu/doi/10.1086/666725}, doi = {10.1086/666725}, language = {en}, number = {1}, urldate = {2022-01-05}, journal = {Journal of Labor Economics}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/666725 2129771:94IKVPZU 4556019:ZM8P3DDE}, pages = {83--117}, } @article{espino-diaz_analyzing_2020, title = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}: {ICT} and {Neuroeducation} as a {Binomial} of {Action}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}}, url = {https://www.mdpi.com/2071-1050/12/14/5646}, doi = {10.3390/su12145646}, abstract = {This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.}, language = {en}, number = {14}, urldate = {2020-08-12}, journal = {Sustainability}, author = {Espino-Díaz, Luis and Fernandez-Caminero, Gemma and Hernandez-Lloret, Carmen-Maria and Gonzalez-Gonzalez, Hugo and Alvarez-Castillo, Jose-Luis}, month = jan, year = {2020}, note = {Number: 14 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2129771:2BJMYKAR}, keywords = {COVID-19, ICT, \_\_C:filed:1, neuroeducation, stress, teachers}, pages = {5646}, } @article{webster_analyzing_2002, title = {Analyzing the past to prepare for the future: writing a literature review}, volume = {26}, language = {en}, number = {2}, journal = {MIS Quarterly}, author = {Webster, J and Watson, RT}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IDXCALB2 2486141:HDVS6HX9}, keywords = {⛔ No DOI found}, pages = {--}, } @misc{wikipedia_andragogy_nodate, title = {Andragogy}, url = {https://en.wikipedia.org/wiki/Andragogy}, urldate = {2020-05-27}, author = {Wikipedia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R43EEEGB 2317526:6TQG6HTI}, } @misc{bibb_informationsportal_anerkennung_nodate, title = {Anerkennung in {Deutschland} - {Anerkennungsportal}}, url = {https://www.anerkennung-in-deutschland.de/html/de/index.php}, abstract = {Anerkennung in Deutschland ist das offizielle Informationsportal zum Anerkennungsgesetz des Bundes. Das Portal informiert über die Verfahren zur Anerkennung von ausländischen Berufsabschlüssen in Deutschland.}, language = {de}, urldate = {2022-05-03}, journal = {Anerkennung in Deutschland - Anerkennungsportal}, author = {BIBB. Informationsportal}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YREXWP3D 2486141:2VZ6JQQS 2486141:EXM5VDW9}, } @article{bolton_animal_2019, title = {Animal {Sourced} {Foods} ({ASF}): {Evidence} on {Stunting} and {Programmes} to {Increase} {Consumption}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Animal {Sourced} {Foods} ({ASF})}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14660}, abstract = {Animal source foods (ASF) are an important source of nutrients. They are a particularly good source of iron and zinc which prevents stunting. The main factors affecting ASF consumption that were discussed in the literature identified were nutritional knowledge, price, and livestock production. Broader links between poverty and ASF were not discussed within the scope of this report. Nutritional knowledge should first be assessed before education programmes are devised. Many communities have nutritional knowledge and the cost of ASFs was found to be the biggest barrier. Price ratios show how unaffordable ASFs are in poorer regions. Livestock production tends to be positively associated with increased ASF consumption. Increased risk of diseases passed on by animals should be considered. Information may also need to be given so that breast-feeding is not replaced by milk consumption in households that own cows. A small number of intervention evidence was identified in this rapid review though the list is unlikely to be exhaustive. ASF consumption was found to increase in Nepal following a poverty alleviation programme with a focus on livestock production. A health and nutrition education programme in India found a significant increase in egg consumption. A school-feeding programme which supplemented children with eggs found positive results on stunting. There are concerns over the environmental impact of animal production which warrant attention. There wasn’t scope within this report to explore ASF alternatives which may also improve stunting.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = aug, year = {2019}, note = {Accepted: 2019-08-22T13:04:33Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:XGAAMM5Z 4869029:8IPT9QQI}, keywords = {⛔ No DOI found}, } @article{boateng_annotated_2017, title = {Annotated {Bibliography}: {Approaches} to psycho-social support in protracted crises}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Annotated {Bibliography}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13085}, abstract = {This annotated bibliography highlights 14 key resources drawn from the studies which underpinned the questions answered in this helpdesk report. Some selection criteria included the source’s relevance to the query, recent publication, contextual relevance and methodology. The sources below are grouped into three sets: those selected based on their relevance to the Syrian context; those selected based on their focus on evidence of best practice psycho-social support in conflict/post-conflict settings; toolkits and guidelines to support decision-making and practitioners}, language = {en}, urldate = {2022-12-18}, author = {Boateng, Pearl}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T15:01:53Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:PKZC6PWQ 4869029:ND22CF5V}, keywords = {⛔ No DOI found}, } @misc{noauthor_announcement_2019, title = {Announcement of the {EdTech} {Hub}: {UK} aid funds world’s biggest educational technology research project – {Open} {Development} \& {Education}}, shorttitle = {Announcement of the {EdTech} {Hub}}, url = {https://opendeved.net/2019/06/18/announcement-of-the-edtech-hub-uk-aid-funds-worlds-biggest-educational-technology-research-project/}, language = {en-GB}, urldate = {2020-04-03}, month = jun, year = {2019}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:TJYWF4NC}, keywords = {\_\_C:filed:1, \_r:ImportedToMyEducationEvidence}, } @techreport{roger_federer_foundation_annual_2018, title = {Annual {Report}}, url = {https://rogerfedererfoundation.org/assets/publication/pdf/annual-reports/Roger_Federer_Foundation_Annual_Report_2018.pdf}, urldate = {2021-04-15}, institution = {Roger Federer Foundation -}, author = {{Roger Federer Foundation}}, year = {2018}, } @misc{ajadi_another_2011, title = {'{Another} {Way} of {Looking}' (on hearing the {Death} of {Muammar} al-{Gaddafi}}, language = {en}, author = {Ajadi, S.B.}, year = {2011}, } @article{wang_antecedents_2019, title = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}: a {Systematic} {Review} and {Meta}-analytic {Investigation}}, volume = {31}, issn = {1040-726X, 1573-336X}, shorttitle = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}}, url = {http://link.springer.com/10.1007/s10648-019-09475-3}, doi = {10.1007/s10648-019-09475-3}, abstract = {Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {Educational Psychology Review}, author = {Wang, Hui and Hall, Nathan C. and Taxer, Jamie L.}, month = sep, year = {2019}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Poland POL, \_C:Romania ROU, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {663--698}, } @techreport{george_antigua_nodate, title = {Antigua and {Barbuda} {Education} {Statistical} {Digest}}, language = {en}, author = {George, Patricia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YDCRHLH3}, keywords = {⛔ No DOI found}, pages = {163}, } @techreport{vijil-morin_antigua_2022, title = {Antigua and {Barbuda}: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/HUDXH62H}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1041}, note = {ZenodoArchiveID: 10260178 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1041 ZenodoArchiveConcept: 10260177}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_antigua_2022, title = {Antigua and {Barbuda}: {Safe} {Education} {Sector} {Plan}}, shorttitle = {Antigua and {Barbuda}}, url = {https://docs.opendeved.net/lib/HUDXH62H}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1041}, } @misc{noauthor_antigua_nodate, title = {Antigua \& {Barbuda} {Education} {Statistical} {Digest} 2012.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4A5NQJE}, } @misc{bundesregierung_antwort_2020, title = {Antwort der {Bundesregierung} auf die {Kleine} {Anfrage}: {Anwerbung} von {Pflege}- und {Gesundheitsfachkräften} durch die {Deutsche} {Gesellschaft} für {Internationale} {Zusammenarbeit}, {Zentrale} {Auslands}- und {Fachvermittlung} und die {Bundesagentur} für {Arbeit} im {Rahmen} des {Projekts} „{Triple} {Win}“, {Bundestags}-{Drucksache} 19/16732.}, url = {https://dserver.bundestag.de/btd/19/167/1916732.pdf}, urldate = {2022-05-03}, author = {{Bundesregierung}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B6QXA6VI 2486141:XM94R2BC}, } @techreport{carlana_apart_2021, type = {{HKS} {Faculty} {Research} {Working} {Paper} {Series}}, title = {Apart but {Connected}: {Online} {Tutoring} and {Student} {Outcomes} during the {COVID}-19 {Pandemic}}, url = {https://www.hks.harvard.edu/publications/apart-connected-online-tutoring-and-student-outcomes-during-covid-19-pandemic#citation}, language = {en}, number = {RWP21-001}, author = {Carlana, Michela and Ferrara, Eliana}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:SJ5Q49MA}, keywords = {Final\_citation}, } @techreport{roger_federer_founation_apk_nodate, title = {{APK} android manual}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/APK-android-manual.pdf}, urldate = {2020-08-05}, author = {Roger Federer Founation}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZMKCJ66R}, } @article{ajadi_apoptosis_2014, title = {'{Apoptosis} in {City} {Systems}: {A} {Biomimetic} {Approach} to {City} {Regeneration}'}, volume = {3}, doi = {10.10520/EJC136877}, language = {en}, number = {1}, journal = {Journal of Planning and Construction Management}, author = {Ajadi, S.B.}, year = {2014}, keywords = {⚠️ Invalid DOI}, pages = {589--607}, } @article{howard_app_2018, title = {App clusters: {Exploring} patterns of multiple app use in primary learning contexts}, volume = {127}, shorttitle = {App clusters}, doi = {10.1016/j.compedu.2018.08.021}, journal = {Computers \& Education}, author = {Howard, Sarah K. and Yang, Jie and Ma, Jun and Maton, Karl and Rennie, Ellie}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.021 10/gfm65q 2129771:WVLBMGXV}, keywords = {\_\_C:filed:1}, pages = {154--164}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 1. {Annotated} bibliography}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/AQFVDKFE}, abstract = {This chapter/appendix 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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843383}, doi = {10.5281/zenodo.4290634}, note = {ConceptDOI: 10.5281/zenodo.3843382 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843383 10.5281/zenodo.4290634 2129771:AQFVDKFE}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa1}, } @misc{huntley_appendix_2015, title = {Appendix 1: {Statistical} {Methods}. {In}: {Do} cognitive interventions improve general cognition in dementia? {A} meta-analysis and meta-regression}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an Open Access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) license, which permits others to distribute, remix, adapt and build upon this work, for commercial use, provided the original work is properly cited. See: http://creativecommons.org/licenses/by/4.0/}, shorttitle = {Appendix 1: {Statistical} {Methods}. {In}: {Do} cognitive interventions improve general cognition in dementia? {A} meta-analysis and meta-regression}, url = {https://bmjopen.bmj.com/content/suppl/2015/04/02/bmjopen-2014-005247.DC1/bmjopen-2014-005247supp_appendix.pdf}, language = {en}, urldate = {2023-11-02}, publisher = {British Medical Journal Publishing Group}, author = {Huntley, J. D. and Gould, R. L. and Liu, K. and Smith, M. and Howard, R. J.}, month = apr, year = {2015}, pmid = {25838501}, note = {Section: Mental health}, keywords = {GERIATRIC MEDICINE}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix 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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa2}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 3. {Results} of the {SCR}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/VB4ETU5N}, abstract = {This chapter/appendix 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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843387}, doi = {10.5281/zenodo.4290643}, note = {ConceptDOI: 10.5281/zenodo.3843386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843387 10.5281/zenodo.4290643 2129771:VB4ETU5N}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa3}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 4. {Bibliography}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/D3CVDNNS}, abstract = {This chapter/appendix 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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843389}, doi = {10.5281/zenodo.4290658}, note = {ConceptDOI: 10.5281/zenodo.3843388 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843389 10.5281/zenodo.4290658 2129771:D3CVDNNS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa4}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 5. {List} of {Additional} {Materials}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/ZDJEC4K7}, abstract = {This chapter/appendix 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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843391}, doi = {10.5281/zenodo.4290661}, note = {ConceptDOI: 10.5281/zenodo.3843390 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843391 10.5281/zenodo.4290661 2129771:ZDJEC4K7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa5}, } @inproceedings{yu_application_2019, title = {Application and {Research} of {Basketball} {Tactics} {Teaching} {Assisted} by {Computer} {Multimedia} {Technology}}, booktitle = {International conference on {Big} {Data} {Analytics} for {Cyber}-{Physical}-{Systems}}, publisher = {Springer}, author = {Yu, Lei and Li, Dong and Chen, Dong and Li, Wenbin}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K3HU5L7W 2129771:TW6KGDR7}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {821--828}, } @article{kalang_application_2019, title = {Application of {Crime} {Risk} {Mapping} {Within} the {School} {Focus} {Area} in {Kota} {Kinabalu} {Using} {GIS}}, abstract = {Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.}, author = {Kalang, Lizalin and Eboy, Oliver}, month = dec, year = {2019}, keywords = {⛔ No DOI found}, } @incollection{arai_application_2024, address = {Cham}, title = {Application of {Language} {Models} for the {Segmentation} of {Website} {Visitors}}, volume = {824}, isbn = {978-3-031-47714-0 978-3-031-47715-7}, url = {https://link.springer.com/10.1007/978-3-031-47715-7_54}, language = {en}, urldate = {2024-02-23}, booktitle = {Intelligent {Systems} and {Applications}}, publisher = {Springer Nature Switzerland}, author = {Stöckl, Andreas and Krauss, Oliver}, editor = {Arai, Kohei}, year = {2024}, doi = {10.1007/978-3-031-47715-7_54}, note = {Series Title: Lecture Notes in Networks and Systems}, pages = {807--821}, } @inproceedings{huang_application_2023, title = {Application of {Machine} {Learning} and {Artificial} {Intelligence} {Technology} in {Mobile} {Communication} {Network}}, url = {https://ieeexplore.ieee.org/abstract/document/10276346/}, doi = {10.1109/NMITCON58196.2023.10276346}, urldate = {2024-03-12}, booktitle = {2023 {International} {Conference} on {Network}, {Multimedia} and {Information} {Technology} ({NMITCON})}, publisher = {IEEE}, author = {Huang, Shutong}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:N86WVH4Z}, pages = {1--6}, } @article{mohammed_application_2023, title = {Application of {Multitemporal} {Landsat} {Data} in {Mapping} of {Saline} {Soil} in {Kano} {River} {Irrigation} {Scheme} ({KRIS})}, volume = {7}, copyright = {https://creativecommons.org/licenses/by/4.0}, issn = {2616-1370, 2645-2944}, url = {https://www.fjsadmin.fudutsinma.edu.ng/index.php/fjs/article/view/1280}, doi = {10.33003/fjs-2023-0701-1280}, abstract = {Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS).  Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded.}, number = {1}, urldate = {2024-03-27}, journal = {FUDMA JOURNAL OF SCIENCES}, author = {Mohammed, Dahiru and Maina, M. M. and Audu, I. and Tudunwada, I. Y. and Nasiru, N. K. and Nasidi, N. M. and Umar, S. E.}, month = feb, year = {2023}, pages = {193--200}, } @article{noauthor_application_2023, title = {Application of {Multitemporal} {Landsat} {Data} in {Mapping} of {Saline} {Soils} in {Kano} {River} {Irrigation} {Scheme} ({KRIS}}, volume = {7}, url = {https://doi.org/10.33003/fjs-2023-0701-1280.}, doi = {10.33003/fjs-2023-0701-1280}, language = {en}, number = {1}, journal = {FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print}, year = {2023}, note = {Publisher: February}, pages = {2645 -- 2944}, } @phdthesis{bahufite_application_2015, type = {{PhD} {Thesis}}, title = {Application of the constructivist methods of teaching-learning through the use of information and communication technologies ({ICTs}) in {Zambian} {Schools}: {A} case of three {Secondary} {Schools} in {Lusaka}}, shorttitle = {Application of the constructivist methods of teaching-learning through the use of information and communication technologies ({ICTs}) in {Zambian} {Schools}}, school = {The University of Zambia}, author = {Bahufite, Eric}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z9CL4577}, keywords = {\_\_C:filed:1}, } @article{ladi_applications_2022, title = {Applications of machine learning and deep learning methods for climate change mitigation and adaptation}, volume = {49}, issn = {2399-8083, 2399-8091}, url = {http://journals.sagepub.com/doi/10.1177/23998083221085281}, doi = {10.1177/23998083221085281}, abstract = {Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most.}, language = {en}, number = {4}, urldate = {2024-02-24}, journal = {Environment and Planning B: Urban Analytics and City Science}, author = {Ladi, Tahmineh and Jabalameli, Shaghayegh and Sharifi, Ayyoob}, month = may, year = {2022}, pages = {1314--1330}, } @incollection{tudunwada_applications_2009, address = {Dorayi, Kano}, title = {Applications of {Remote} {Sensing} and {Geographic} {Information} {System} ({GIS}) on {Environmental} {Management} – a synoptic view}, language = {en}, booktitle = {Paper presented to the {Nigerian} {Environmental} {Society} on}, publisher = {Imamu Wali Training Center}, author = {Tudunwada, I.Y.}, year = {2009}, } @book{tudunwada_applications_2014, address = {Abeokuta}, title = {Applications of {Remote} {Sensing} in {Horticulture}, being key note address to the 32nd {Annual} {Conference} of the {Horticultural} {Society} of {Nigeria} ({HORTSON}}, language = {en}, publisher = {Federal university of Agriculture}, author = {Tudunwada, I.Y.}, year = {2014}, } @techreport{owen_applying_2020, title = {Applying {Behavioural} {Insights} in {EdTech} - {An} incomplete guide}, url = {https://media.nesta.org.uk/documents/Applying_Behavioural_Insights_EdTech.pdf}, urldate = {2020-10-23}, author = {Owen, Hannah and Chadeesingh, Lal and Arnold, Brian}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SS4F292P}, } @article{chen_applying_2019, title = {Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics}, volume = {27}, issn = {18144810 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081669374&doi=10.6151%2fCERQ.201906_27%282%29.0001&partnerID=40&md5=1277386e12e6f5131f65e92008a4ff1a}, doi = {10.6151/CERQ.201906_27(2).0001}, abstract = {Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.}, language = {English; Chinese}, number = {2}, journal = {Contemporary Educational Research Quarterly}, author = {Chen, Q. and Kao, T.-C.}, year = {2019}, note = {Publisher: Centre for Educational Research and Evaluation KerkoCite.ItemAlsoKnownAs: 10.6151/CERQ.201906\_27(2).0001 2129771:EJ8BA9M3 2339240:CHNDNDYS 2486141:2LLXMUWE}, keywords = {Flipped classroom instructional model, On-line tutoring, Remedial instruction, Upper elementary mathematics, \_AcademicRecoveryOECS}, pages = {1--37}, } @article{kucirkova_applying_2023, title = {Applying the science of learning to {EdTech} evidence evaluations using the {EdTech} {Evidence} {Evaluation} {Routine} ({EVER})}, volume = {8}, copyright = {2023 The Author(s)}, issn = {2056-7936}, url = {https://www.nature.com/articles/s41539-023-00186-7}, doi = {10.1038/s41539-023-00186-7}, language = {en}, number = {1}, urldate = {2024-01-23}, journal = {npj Science of Learning}, author = {Kucirkova, Natalia and Brod, Garvin and Gaab, Nadine}, month = sep, year = {2023}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-023-00186-7 4804264:4CXRNIS5 4804264:WQ3SZGFA}, keywords = {Education, Final\_citation, Human behaviour, Policy, existing}, pages = {35}, } @book{akoojee_apprenticeship_2013, title = {Apprenticeship in a {Globalised} {World}: {Premises}, {Promises} and {Pitfalls}}, isbn = {978-3-643-90352-5}, shorttitle = {Apprenticeship in a {Globalised} {World}}, abstract = {In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)}, language = {en}, publisher = {LIT Verlag Münster}, author = {Akoojee, Salim}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZUWUBTLB 2317526:L3PT9D4H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, Education / Professional Development, publicImportV1}, } @book{wallaert_apprenticeship_2008, title = {Apprenticeship {Strategies} {Among} {Dii} {Potters} from {Cameroon}, {West} {Africa}}, language = {en}, author = {Wallaert, H}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WYDEVZ8A 2317526:94N5NTT3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:Lehrlingsausbildung, T:apprentice, publicImportV1}, } @article{leroux_apprentissages_2017, title = {Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses}, volume = {117}, shorttitle = {Apprentissages scolaires et technologies numériques}, doi = {10.4074/s0003503317004018}, number = {4}, journal = {L’Année psychologique}, author = {Leroux, Gabrielle and Monteil, Jean-Marc and Huguet, Pascal}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.4074/s0003503317004018 10/gdm2th 2129771:FMSYYY46 2129771:JTM6B3WV}, keywords = {\_\_C:filed:1, literature / systematic review}, pages = {433--465}, } @article{paltiel_approaches_2023, title = {Approaches and {Models} for {Teaching} {Digital} {Ethics} in {Information} {Systems} {Courses}–{A} {Review} of the {Literature}}, volume = {27}, url = {https://journal.acs.org.au/index.php/ajis/article/view/4517}, doi = {10.3127/ajis.v27i0.4517}, urldate = {2024-02-24}, journal = {Australasian Journal of Information Systems}, author = {Paltiel, Minna and Cheong, Marc and Coghlan, Simon and Lederman, Reeva}, year = {2023}, note = {Publisher: Australian Computer Society}, } @techreport{adam_approaches_2023, title = {Approaches to {Designing} {Justice}-oriented {MOOCs}. {Presentation} to {Centre} for {Innovation} in {Learning} and {Teaching} ({CILT}), {University} of {Cape} {Town}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/MPNUETXM}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Adam, Taskeen}, year = {2023}, doi = {10.53832/opendeved.1017}, note = {ZenodoArchiveID: 8392550 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1017 ZenodoArchiveConcept: 8392549}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{joynes_approaches_2018, title = {Approaches to {Managing} {Public} {Sector} {Basic} {Education} {Systems} for {Delivery} of {School} and {Classroom}-{Focused} {Results}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13780}, abstract = {This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris}, month = apr, year = {2018}, note = {Accepted: 2018-05-31T12:19:43Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6FCCB5LK 4869029:EZMSKMRS}, keywords = {⛔ No DOI found}, } @article{lambert_approaches_2020, title = {Approaches to {Open} {Education} and {Social} {Justice} {Research}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.584/}, doi = {10.5334/jime.584}, abstract = {Article: Approaches to Open Education and Social Justice Research}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Lambert, Sarah and Czerniewicz, Laura}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.584 2129771:MDISFAL6}, pages = {1}, } @article{mattingly_approaches_2017, title = {Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13095}, abstract = {Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression.}, language = {en}, urldate = {2022-12-18}, author = {Mattingly, Jacqui}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T15:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:Q63SF9WJ 4869029:AMA45K8S}, keywords = {⛔ No DOI found}, } @article{ahmed_approaches_2017, title = {Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13084}, abstract = {This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.}, language = {en}, urldate = {2022-12-18}, author = {Ahmed, Hassan}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU}, keywords = {⛔ No DOI found}, } @incollection{power_approaches_2019, address = {London}, title = {Approaches to teacher professional development in low-to-middle-income countries}, url = {https://bit.ly/3r82ePY}, abstract = {This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.}, booktitle = {Sustainable {English} language teacher development at scale: lessons from {Bangladesh}}, publisher = {Bloomsbury Academic}, author = {Power, Tom}, year = {2019}, note = {Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2405685:KJGDVY5F 2405685:5G9NIHEU 2405685:KJGDVY5F 2534378:3KFFQRC7 2405685:P8GU4VUJ 2534378:3KFFQRC7 2534378:RSWZTN7D}, keywords = {Important, Read}, pages = {47--65}, } @article{mulenga_appropriateness_2020, title = {Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in {Zambia}.}, url = {http://dspace.unza.zm/handle/123456789/6567}, doi = {10.46606/eajess2020v01i02.0019}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Chileshe, Edward King}, year = {2020}, note = {Publisher: East African Journal of Education and Social Sciences}, } @article{allende_approximating_2019, title = {Approximating the {Equilibrium} {Effects} of {Informed} {School} {Choice}}, abstract = {This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.}, language = {en}, author = {Allende, Claudia and Gallego, Francisco and Nielson, Chistopher}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:3JFCXGA3}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{allende_approximating_2019, title = {Approximating the {Equilibrium} {Effects} of {Informed} {School} {Choice}.}, url = {https://christopherneilson.github.io/work/documents/SchoolChoiceInfoExp.pdf}, author = {Allende, Claudia and Gallego, Francisco and Nielson, Christopher}, year = {2019}, keywords = {⛔ No DOI found}, } @article{griffith_apps_2020, title = {Apps as learning tools: a systematic review}, volume = {145}, shorttitle = {Apps as learning tools}, doi = {10.1542/peds.2019-1579}, number = {1}, journal = {Pediatrics}, author = {Griffith, Shayl F. and Hagan, Mary B. and Heymann, Perrine and Heflin, Brynna H. and Bagner, Daniel M.}, year = {2020}, note = {Publisher: Am Acad Pediatrics KerkoCite.ItemAlsoKnownAs: 10.1542/peds.2019-1579 2129771:722X6RAE}, keywords = {\_\_C:filed:1}, } @article{shing_apps_2016, title = {Apps {Developed} by {Academics}}, volume = {7}, abstract = {In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.}, language = {en}, number = {33}, journal = {Journal of Education and Practice}, author = {Shing, Sophia and Yuan, Benjamin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EVRGAWPS 4804264:I7XQJUVM}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, pages = {1--9}, } @article{vacas_criado_aprender_nodate, title = {Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de {Primaria}}, shorttitle = {Aprender se escribe con app}, author = {Vacas Criado, Miriam}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EFA6FMBG 2129771:Q5224ADR 2129771:UZG77VEA}, keywords = {\_C:Colombia COL, \_C:Greece GRC, \_C:India IND, \_C:Jamaica JAM, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review, ⛔ No DOI found}, } @article{pombo_aprendizagem_2019, title = {Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação {EduPARK}}, volume = {9}, shorttitle = {Aprendizagem móvel baseada em jogos de realidade aumentada}, number = {2}, journal = {Da Investigação às Práticas}, author = {Pombo, Lúcia and Marques, Margarida Morais and Carlos, Vânia}, year = {2019}, note = {Publisher: Instituto Politécnico de Lisboa KerkoCite.ItemAlsoKnownAs: 2129771:JU6P66PL}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {3--30}, } @misc{villavicencio_aprendizaje_2022, type = {Helpdesk {Response} {Presentation}}, title = {Aprendizaje híbrido {Experiencias} internacionales con enfoque multimodal}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G8RZFT8Z}, abstract = {Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org}, language = {es}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0113}, note = {ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z}, keywords = {\_r:AddedByZotZen}, } @book{bourgeois_aprendizaje_1997, address = {Paris, France}, title = {Aprendizaje y formación de personas adultas}, publisher = {Presses Universite de France}, author = {Bourgeois, E. and Nizet, J.}, year = {1997}, } @techreport{noauthor_aptivatebmopositionpaperpdf_nodate, title = {aptivatebmopositionpaper.pdf}, url = {http://aptivate.org/uploads/filer/2012/12/03/aptivatebmopositionpaper.pdf}, urldate = {2020-08-15}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DIGUL2DX}, } @misc{khalayleh_arabic_2020, title = {Arabic version of {Design} {Thinking} for {Educators}}, url = {https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/}, language = {en-GB}, urldate = {2020-04-03}, author = {Khalayleh, Abdullah}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED}, keywords = {\_r:ImportedToMyEducationEvidence}, } @phdthesis{sawadogo_arbeitsmarktorientierte_2012, title = {Arbeitsmarktorientierte {Berufsbildung} unter besonderer {Berücksichtigung} des sog. informellen {Sektors} in {Burkina} {Faso}}, language = {Deutsch}, school = {University of Dresden}, author = {Sawadogo, Wendkouni J Eric}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DGAGFUFY 2317526:3UB4ETIS}, } @article{alter_architecture_2005, title = {Architecture of {Sysperanto}: a model-based ontology of the is field}, volume = {15}, language = {en}, number = {1}, journal = {Communications of the Association for Information Systems}, author = {Alter, S.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WTWFSZVV 2486141:SIY2RK56}, keywords = {⛔ No DOI found}, pages = {1--40}, } @article{bettinger_are_2008, title = {Are {Educational} {Vouchers} {Only} {Redistributive}?}, journal = {CESifo Conference Center}, author = {Bettinger, E. and Kremer, M. and Saavedra, J.E.}, month = may, year = {2008}, keywords = {⛔ No DOI found}, } @article{gibberd_are_nodate, title = {Are {Environmental} {Conditions} in {South} {African} {Classrooms} {Conducive} for {Learning}?}, abstract = {Environmental factors have been shown to have a significant impact on quality of education. This exploratory study investigates environmental conditions in a case study classroom at a South African secondary school. It undertakes field measurements within a classroom over a typical school day in summer. Measurement data from the study is analysed and interpreted in relation to indoor environmental condition standards developed by American Society of Heating Refrigeration and Air Conditioning Engineers (ASHRAE) and South African Bureau of Standards (SABS).}, language = {en}, author = {Gibberd, J and Motsatsi, L}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7PSD45ZX 4682641:6RPQJYGF}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {12}, } @techreport{uwezo_kenya_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}.}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, urldate = {2020-06-30}, institution = {Uwezo}, author = {Uwezo Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:KS33VZJD 2129771:LRBK4LWS 2405685:ZEM2E9VL}, keywords = {\_COVID-Continuity-Blogpost-01, \_COVID\_DEAA-List}, } @incollection{noauthor_are_2015, address = {London}, title = {Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in {Africa} and {Asia}? [{Web} log post]}, url = {https://dianeravitch.net/2015/08/03/are-scripted-lessons-in-forprofit-school-an-audacious-answer-for-poor-kids-in-africa-and-asia/.}, booktitle = {Learning and teaching materials: {Policy} and practice for provision}, publisher = {Department for International Development}, author = {, D}, month = aug, year = {2015}, } @misc{liberman_are_2020, title = {Are students still learning during {COVID}-19? {Formative} assessment can provide the answer}, shorttitle = {Are students still learning during {COVID}-19?}, url = {https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer}, abstract = {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.}, language = {en}, journal = {World Bank Blogs}, author = {Liberman, Julia and Levin, Victoria and Luna-Bazaldua, Diego}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:JI3YPBCQ 2405685:JDX9HQKE}, } @misc{hasler_are_2021, title = {Are we remote learning?}, author = {Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.3930959}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930959 2129771:UXTXCBCN}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_forthcoming}, } @article{dang_arizona_2009, title = {Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature}, volume = {60}, doi = {10.1002/asi.21077}, language = {en}, number = {7}, journal = {Journal of the American Society for Information Science and Technology}, author = {Dang, Y. and Zhang, Y. and Chen, H.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/asi.21077 2129771:SN8TSMXQ 2486141:7SAUMVL3}, pages = {1466--1485}, } @article{lichand_arm-wrestling_2020, title = {Arm-{Wrestling} in the {Classroom}: the {Non}-{Monotonic} {Effects} of {Monitoring} {Teachers}}, issn = {1556-5068}, shorttitle = {Arm-{Wrestling} in the {Classroom}}, url = {https://www.ssrn.com/abstract=3660611}, doi = {10.2139/ssrn.3660611}, language = {en}, urldate = {2020-09-09}, journal = {SSRN Electronic Journal}, author = {Lichand, Guilherme and Wolf, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ}, } @article{ajadi_arms_2012, title = {'{Arms}' length'}, url = {http://www.literaryjuice.com/poet-tree-august-2012/4567734756}, language = {en}, journal = {Literary Juice Magazine}, author = {Ajadi, S.B.}, year = {2012}, note = {Edition: USA. August}, keywords = {⛔ No DOI found}, } @techreport{gonsalves_arp_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {{ARP} {Phase} {I} {Implementation} {Progress} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/CZ63JZQS}, number = {2}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Megha-Bongnkar, Ghislaine and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0257}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0257 2129771:CZ63JZQS 2129771:K4BCVK9E}, keywords = {Author:OpenDevEd}, } @article{nabyonga-orem_article_2020, title = {Article processing charges are stalling the progress of {African} researchers: a call for urgent reforms}, volume = {5}, issn = {2059-7908}, shorttitle = {Article processing charges are stalling the progress of {African} researchers}, url = {https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2020-003650}, doi = {10.1136/bmjgh-2020-003650}, language = {en}, number = {9}, urldate = {2020-10-01}, journal = {BMJ Global Health}, author = {Nabyonga-Orem, Juliet and Asamani, James Avoka and Nyirenda, Thomas and Abimbola, Seye}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003650 2129771:PTXPBVSN}, pages = {e003650}, } @book{russell_artificial_2016, address = {Malaysia}, title = {Artificial {Intelligence}: {A} {Modern} {Approach}}, language = {en}, publisher = {Pearson Education Limited}, author = {Russell, SJ and Norvig, P}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LT65NU9Z 2486141:9HFCRNYK}, } @incollection{atif_artificial_2021, title = {Artificial {Intelligence} ({AI})-enabled remote learning and teaching using {Pedagogical} {Conversational} {Agents} and {Learning} {Analytics}}, url = {https://www.sciencedirect.com/science/article/pii/B9780128234105000139}, urldate = {2024-02-24}, booktitle = {Intelligent systems and learning data analytics in online education}, publisher = {Elsevier}, author = {Atif, Amara and Jha, Meena and Richards, Deborah and Bilgin, Ayse A.}, year = {2021}, pages = {3--29}, } @article{su_artificial_2022, title = {Artificial {Intelligence} ({AI}) in early childhood education: {Curriculum} design and future directions}, volume = {3}, shorttitle = {Artificial {Intelligence} ({AI}) in early childhood education}, url = {https://www.sciencedirect.com/science/article/pii/S2666920X22000273}, urldate = {2024-02-24}, journal = {Computers and Education: Artificial Intelligence}, author = {Su, Jiahong and Zhong, Yuchun}, year = {2022}, note = {Publisher: Elsevier}, keywords = {❓ Multiple DOI}, pages = {100072}, } @article{chen_artificial_2023, title = {Artificial intelligence ({AI}) student assistants in the classroom: {Designing} chatbots to support student success}, volume = {25}, shorttitle = {Artificial intelligence ({AI}) student assistants in the classroom}, url = {https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10796-022-10291-4&casa_token=i0Tvbs3uATkAAAAA:m3HtSdLzEcqEu6kyUmpiVoHLfQb0Agc46v81LNGafhwtXnfOy6wjad-0pyG-xB29P9QkyJtRnYC990IUuA}, doi = {10.1007/s10796-022-10291-4}, number = {1}, urldate = {2024-02-24}, journal = {Information Systems Frontiers}, author = {Chen, Yu and Jensen, Scott and Albert, Leslie J. and Gupta, Sambhav and Lee, Terri}, year = {2023}, note = {Publisher: Springer}, keywords = {\_z:no\_pdf}, pages = {161--182}, } @article{stein_artificial_2020, title = {Artificial intelligence and climate change}, volume = {37}, url = {https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/yjor37§ion=24}, urldate = {2024-02-24}, journal = {Yale J. on Reg.}, author = {Stein, Amy L.}, year = {2020}, note = {Publisher: HeinOnline KerkoCite.ItemAlsoKnownAs: 2129771:GXPETV4A 2129771:W363MZFB}, keywords = {⛔ No DOI found}, pages = {890}, } @misc{unesco_artificial_2022, title = {Artificial intelligence and digital transformation: competencies for civil servants}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000383325}, language = {English, French, Spanish}, author = {{UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LAZEHLEV 5242966:SKP8E494}, } @book{holmes_artificial_2022, address = {Strasbourg}, title = {Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law}, isbn = {978-92-871-9236-3}, shorttitle = {Artificial intelligence and education}, abstract = {The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI\&ED). In particular, the report presents an overview of AI\&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI\&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI\&ED}, language = {en}, publisher = {Council of Europe}, author = {Holmes, Wayne and Persson, Jen and Chounta, Irene-Angelica and Wasson, Barbara and Dimitrova, Vania}, collaborator = {Europarat}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:9VK9E98Q}, } @article{cortes_artificial_2000, title = {Artificial {Intelligence} and {Environmental} {Decision} {Support} {Systems}}, volume = {13}, issn = {0924669X}, url = {http://link.springer.com/10.1023/A:1008331413864}, doi = {10.1023/A:1008331413864}, number = {1}, urldate = {2024-02-24}, journal = {Applied Intelligence}, author = {Cortés, U. and Sànchez-Marrè, M. and Ceccaroni, L. and R-Roda, I. and Poch, M.}, year = {2000}, pages = {77--91}, } @incollection{pandit_artificial_2023, address = {Singapore}, title = {Artificial {Intelligence} and {Machine} {Learning} for {Climate} {Change} {Mitigation} and {Adaptation}}, isbn = {978-981-9914-30-2 978-981-9914-31-9}, url = {https://link.springer.com/10.1007/978-981-99-1431-9_14}, language = {en}, urldate = {2024-02-24}, booktitle = {Artificial {Intelligence} and {Sustainable} {Computing}}, publisher = {Springer Nature Singapore}, author = {Natani, Garima}, editor = {Pandit, Manjaree and Gaur, M. K. and Kumar, Sandeep}, year = {2023}, doi = {10.1007/978-981-99-1431-9_14}, note = {Series Title: Algorithms for Intelligent Systems}, keywords = {\_z:no\_pdf}, pages = {173--184}, } @article{raisch_artificial_2020, title = {Artificial intelligence and management: the automation-augmentation paradox}, volume = {46}, doi = {10.5465/amr.2018.0072}, language = {en}, number = {1}, journal = {Academy of Management Review}, author = {Raisch, S and Krakowski, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amr.2018.0072 2129771:7N8HQSSW 2486141:XUJNRCJP}, pages = {192--210}, } @article{wagner_artificial_2022, title = {Artificial intelligence and the conduct of literature reviews}, volume = {37}, issn = {0268-3962}, url = {https://doi.org/10.1177/02683962211048201}, doi = {10.1177/02683962211048201}, abstract = {Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.}, number = {2}, urldate = {2023-11-28}, journal = {Journal of Information Technology}, author = {Wagner, Gerit and Lukyanenko, Roman and Paré, Guy}, month = jun, year = {2022}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2129771:5HE6NKGJ 2129771:QZ8876RB 2405685:KDZG5MJK 2486141:AU8NLI8I}, keywords = {\_Added-ailr-2024, \_important-ailr-2024}, pages = {209--226}, } @article{schachner_artificial_2020, title = {Artificial intelligence-based conversational agents for chronic conditions: systematic literature review}, volume = {22}, shorttitle = {Artificial intelligence-based conversational agents for chronic conditions}, url = {https://www.jmir.org/2020/9/e20701/}, doi = {10.2196/20701}, number = {9}, urldate = {2024-02-24}, journal = {Journal of medical Internet research}, author = {Schachner, Theresa and Keller, Roman and v Wangenheim, Florian}, year = {2020}, note = {Publisher: JMIR Publications Toronto, Canada}, pages = {e20701}, } @book{taulli_artificial_2019, address = {Berkeley, CA}, edition = {1st}, title = {Artificial {Intelligence} {Basics}}, language = {sv}, publisher = {Apress}, author = {Taulli, T and Oni, M}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NQJPSYYB 2486141:YMNFRQ6L}, } @incollection{kousa_artificial_2023, address = {Cham}, title = {Artificial {Intelligence} {Ethics} from the {Perspective} of {Educational} {Technology} {Companies} and {Schools}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_17}, abstract = {This chapter discusses the ethical issues and solutions that educational technology (EdTech) companies and schools consider during their daily work. As an example, two Finnish cases are provided, in which companies and schools were interviewed about the problems they have experienced. The chapter first reviews the regulations and guidelines behind ethical AI. There are a vast number of guidelines, regulations, and principles for ethical AI, but implementation guidelines for how that knowledge should be put into practices are lacking. The problem is acute because, with the quick pace of technological development, schools are in danger of being left behind without sufficient education for effectively managing their uses of AI’s possibilities and coping with its challenges. Issues related to security and trustworthiness are also a growing concern. This chapter does not solve the ethical problems experienced by companies and schools but brings new perspectives into view in how they appear in the light of ethical principles such as beneficence, non-maleficence, autonomy, justice, and explicability. The aim is not only to continue the discussion in the field but to find ways to reduce the gap between decision-makers, businesses, and schools.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Kousa, Päivi and Niemi, Hannele}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_17}, keywords = {Artificial intelligence, EdTech companies, Ethical challenges, Ethical principles, Schools}, pages = {283--296}, } @article{hutson_artificial_2018, title = {Artificial intelligence faces reproducibility crisis}, volume = {359}, doi = {10.1126/science.359.6377.725}, language = {en}, number = {6377}, journal = {Science}, author = {Hutson, M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.359.6377.725 2129771:G6W8R5T2 2486141:ZNI22UGY}, pages = {725--726}, } @article{cheong_artificial_2022, title = {Artificial intelligence for climate change adaptation}, volume = {12}, issn = {1942-4787, 1942-4795}, url = {https://wires.onlinelibrary.wiley.com/doi/10.1002/widm.1459}, doi = {10.1002/widm.1459}, abstract = {Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas {\textgreater} Government and Public Sector}, language = {en}, number = {5}, urldate = {2024-02-24}, journal = {WIREs Data Mining and Knowledge Discovery}, author = {Cheong, So‐Min and Sankaran, Kris and Bastani, Hamsa}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BMUM3I2K 2129771:EJBTTN5L 2129771:Z9VPQF7I}, pages = {e1459}, } @misc{bolanos_artificial_2024, title = {Artificial {Intelligence} for {Literature} {Reviews}: {Opportunities} and {Challenges}}, shorttitle = {Artificial {Intelligence} for {Literature} {Reviews}}, url = {http://arxiv.org/abs/2402.08565}, abstract = {This manuscript presents a comprehensive review of the use of Artificial Intelligence (AI) in Systematic Literature Reviews (SLRs). A SLR is a rigorous and organised methodology that assesses and integrates previous research on a given topic. Numerous tools have been developed to assist and partially automate the SLR process. The increasing role of AI in this field shows great potential in providing more effective support for researchers, moving towards the semi-automatic creation of literature reviews. Our study focuses on how AI techniques are applied in the semi-automation of SLRs, specifically in the screening and extraction phases. We examine 21 leading SLR tools using a framework that combines 23 traditional features with 11 AI features. We also analyse 11 recent tools that leverage large language models for searching the literature and assisting academic writing. Finally, the paper discusses current trends in the field, outlines key research challenges, and suggests directions for future research.}, urldate = {2024-03-12}, publisher = {arXiv}, author = {Bolanos, Francisco and Salatino, Angelo and Osborne, Francesco and Motta, Enrico}, month = feb, year = {2024}, note = {arXiv:2402.08565 [cs] KerkoCite.ItemAlsoKnownAs: 5440726:NH6ZERWC}, keywords = {Computer Science - Artificial Intelligence, Computer Science - Human-Computer Interaction, Computer Science - Information Retrieval}, } @article{ciecierski-holmes_artificial_2022, title = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review}, volume = {5}, copyright = {2022 The Author(s)}, issn = {2398-6352}, shorttitle = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries}, url = {https://www.nature.com/articles/s41746-022-00700-y}, doi = {10.1038/s41746-022-00700-y}, abstract = {In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.}, language = {en}, number = {1}, urldate = {2024-01-21}, journal = {npj Digital Medicine}, author = {Ciecierski-Holmes, Tadeusz and Singh, Ritvij and Axt, Miriam and Brenner, Stephan and Barteit, Sandra}, month = oct, year = {2022}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2129771:K9UKSSZQ 2405685:MMYGXG48 2486141:99IMTN2W}, keywords = {Health policy, Translational research}, pages = {1--13}, } @article{nishant_artificial_2020, title = {Artificial intelligence for sustainability: {Challenges}, opportunities, and a research agenda}, volume = {53}, shorttitle = {Artificial intelligence for sustainability}, url = {https://www.sciencedirect.com/science/article/pii/S0268401220300967}, doi = {10.1016/j.ijinfomgt.2020.102104}, urldate = {2024-02-24}, journal = {International Journal of Information Management}, author = {Nishant, Rohit and Kennedy, Mike and Corbett, Jacqueline}, year = {2020}, note = {Publisher: Elsevier}, pages = {102104}, } @article{chen_artificial_2020, title = {Artificial {Intelligence} in {Education}: {A} {Review}}, volume = {8}, issn = {2169-3536}, shorttitle = {Artificial {Intelligence} in {Education}}, doi = {10.1109/ACCESS.2020.2988510}, abstract = {The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.}, journal = {IEEE Access}, author = {Chen, Lijia and Chen, Pingping and Lin, Zhijian}, year = {2020}, note = {Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 2129771:99IUVLL4 2129771:QYSD5UX2 2129771:W225SFJ5}, keywords = {Education, Learning (artificial intelligence), Microcomputers, Robots, Technological innovation, artificial intelligence, leaner}, pages = {75264--75278}, } @incollection{cowley_artificial_2023, address = {Cham}, title = {Artificial {Intelligence} in {Education} as a {Rawlsian} {Massively} {Multiplayer} {Game}: {A} {Thought} {Experiment} on {AI} {Ethics}}, isbn = {978-3-031-09687-7}, shorttitle = {Artificial {Intelligence} in {Education} as a {Rawlsian} {Massively} {Multiplayer} {Game}}, url = {https://doi.org/10.1007/978-3-031-09687-7_18}, abstract = {In this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Cowley, Benjamin Ultan and Charles, Darryl and Pfuhl, Gerit and Rusanen, Anna-Mari}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_18}, keywords = {Artificial intelligence, Ethics, Learning analytics, Learning assistant, Massively multiplayer game, Rawlsian game, Thought experiment}, pages = {297--316}, } @article{pedro_artificial_2019, title = {Artificial intelligence in education: {Challenges} and opportunities for sustainable development}, shorttitle = {Artificial intelligence in education}, url = {http://repositorio.minedu.gob.pe/handle/20.500.12799/6533}, urldate = {2024-02-24}, author = {Pedro, Francesc and Subosa, Miguel and Rivas, Axel and Valverde, Paula}, year = {2019}, note = {Publisher: Unesco}, keywords = {⛔ No DOI found}, } @incollection{worsley_artificial_2023, address = {Cham}, title = {Artificial {Intelligence} {Innovations} for {Multimodal} {Learning}, {Interfaces}, and {Analytics}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_2}, abstract = {The twenty-first century has brought with it a growing variety of authentic and engaging learning environments. While significant portions of human learning still take place in traditional classrooms, researchers and educators have innovated several learning experiences that are embodied, project-based, inquiry-driven, collaborative, and open-ended. Furthermore, there has been greater acknowledgement of the varying timescales and contexts where meaningful learning takes place, as well as greater attention to previously underappreciated competencies like creativity, self-regulation, and collaboration. This expansion in the types, contexts, and timescales of human learning necessitate novel analytic approaches. This chapter will discuss how artificial intelligence-based tools and technologies can help researchers and practitioners navigate and enact these novel approaches to learning, while also providing a meaningful lens for student reflection and inquiry. Consequently, this chapter includes discussions of (1) technologies that provide learners with a broader set of modalities to showcase their knowledge, (2) tools that offer insights within groups of students using audio/video information, and (3) analytic techniques and interfaces for helping researchers collect and analyze different types of multimodal data across contexts. The chapter will also discuss some of the ethics surrounding these types of data and analytic approaches.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Worsley, Marcelo}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_2}, keywords = {Ethics, Informal learning, Multimodal data}, pages = {19--35}, } @article{de_la_torre-lopez_artificial_2023, title = {Artificial intelligence to automate the systematic review of scientific literature}, volume = {105}, issn = {0010-485X, 1436-5057}, url = {https://link.springer.com/10.1007/s00607-023-01181-x}, doi = {10.1007/s00607-023-01181-x}, abstract = {Abstract Artificial intelligence (AI) has acquired notorious relevance in modern computing as it effectively solves complex tasks traditionally done by humans. AI provides methods to represent and infer knowledge, efficiently manipulate texts and learn from vast amount of data. These characteristics are applicable in many activities that human find laborious or repetitive, as is the case of the analysis of scientific literature. Manually preparing and writing a systematic literature review (SLR) takes considerable time and effort, since it requires planning a strategy, conducting the literature search and analysis, and reporting the findings. Depending on the area under study, the number of papers retrieved can be of hundreds or thousands, meaning that filtering those relevant ones and extracting the key information becomes a costly and error-prone process. However, some of the involved tasks are repetitive and, therefore, subject to automation by means of AI. In this paper, we present a survey of AI techniques proposed in the last 15 years to help researchers conduct systematic analyses of scientific literature. We describe the tasks currently supported, the types of algorithms applied, and available tools proposed in 34 primary studies. This survey also provides a historical perspective of the evolution of the field and the role that humans can play in an increasingly automated SLR process.}, language = {en}, number = {10}, urldate = {2024-03-12}, journal = {Computing}, author = {De La Torre-López, José and Ramírez, Aurora and Romero, José Raúl}, month = oct, year = {2023}, pages = {2171--2194}, } @article{walsh_artirev_2022, title = {{ARTIREV}: an integrated bibliometric tool to efficiently conduct quality literature reviews}, shorttitle = {{ARTIREV}}, url = {https://www.cairn.info/revue-systemes-d-information-et-management-2022-4-page-5.htm}, number = {4}, urldate = {2024-03-12}, journal = {Systèmes d’information et management}, author = {Walsh, Isabelle and Renaud, Alexandre and Jeanneret Medina, Maximiliano and Baudet, Cedric and Mourmant, Gaetan}, year = {2022}, note = {Publisher: Cairn/Cairn KerkoCite.ItemAlsoKnownAs: 5440726:34DGYANU}, keywords = {⛔ No DOI found}, pages = {5--50}, } @article{bennell_artisan_2006, title = {Artisan training and employment outcomes in {Tanzania}}, doi = {10.1080/03057920500382358}, abstract = {Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.}, language = {en}, journal = {Compare: A Journal of Comparative and International Education}, author = {Bennell, Paul and Mukyanuzi, Faustin and Kasogela, Maurice and Mutashubirwa, Francis and Klim, Mikkel}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057920500382358 10/cq4xfd 2129771:7QPDWE5E 2317526:YYFGAN4J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:outcomes, P:artist, P:crafts, Survey, T:Training, Z:Craftsmen, Z:Feasibility studies, Z:Occupational training, Z:Quality of life, \_\_C:filed:1, publicImportV1}, } @article{kazlacheva_artte_nodate, title = {{ARTTE} {Applied} {Researches} in {Technics}, {Technologies} and {Education}}, author = {Kazlacheva, Zlatina and Georgieva, Krasimira and Tassev, Georgi and Ganev, Nikolai and Ginkov, Iliya and Vassiliadis, Savvas and Elnashar, Elsayed and Belino, Nuno and Daskalov, Plamen and Kanchev, Angel}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NBEF42I9}, keywords = {\_C:Bulgaria BGR, \_C:Czech Republic CZE, \_C:Egypt EGY, \_C:Greece GRC, \_C:Japan JPN, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Serbia SRB, \_C:Slovakia SVK, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @book{jansen_as_2017, edition = {1 edition}, title = {As by {Fire}: {The} {End} of the {South} {African} {University}}, shorttitle = {As by {Fire}}, abstract = {What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.}, language = {English}, publisher = {Tafelberg}, author = {Jansen, Jonathan}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QQY2NKQQ 2486141:T6RKEYKY}, } @mastersthesis{rubio_as_2012, title = {As tecnologias de informação e comunicação na educação continuada: uma análise do projeto {FODEPAL}/{UFV} para os países africanos lusófonos}, url = {http://www.locus.ufv.br/handle/123456789/4166}, language = {Portuguese}, school = {Universidade Federal de Viçosa}, author = {Rubio, Jose Aurélio Vazquez}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UTUDUWVK 2317526:YWXR43YG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:pt, publicImportV1}, } @article{karunanayaka_ascertaining_2020, title = {Ascertaining impacts of capacity building in open educational practices}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1757406}, doi = {10.1080/01587919.2020.1757406}, abstract = {Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Karunanayaka, Shironica P. and Naidu, Som}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757406}, keywords = {MOOC design, capacity building, impacts, open educational practices, shifting perceptions and perspectives}, pages = {279--302}, } @misc{aser_aser_nodate, title = {{ASER} {Centre}}, url = {https://www.asercentre.org/}, urldate = {2020-08-24}, author = {ASER}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LB4QNFNG}, } @misc{noauthor_aser_nodate, title = {{ASER}, {UWEZO} and {Beekungo} – {PAL} {Network}}, url = {https://palnetwork.org/aser-uwezo-and-beekungo/}, urldate = {2021-05-15}, } @misc{noauthor_asksourceinfo_2014, title = {asksource.info - {Education}}, url = {https://asksource.info/topics/education}, abstract = {Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.}, language = {en}, urldate = {2020-08-17}, journal = {Source- International online resource centre on disability and inclusion}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:25M645ZQ 2405685:7J2BAKKK}, } @misc{noauthor_asreview_nodate, title = {{ASReview} - {Active} learning for {Systematic} {Reviews}}, url = {https://asreview.nl/}, abstract = {Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.}, language = {en-US}, urldate = {2024-01-20}, journal = {ASReview}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2ZJRWCXU 2405685:38IXPGBU 2486141:F7RK534D}, keywords = {\_Added-ailr-2024}, } @article{hembre_assembling_2020, title = {Assembling {iPads} and mobility in two classroom settings}, volume = {25}, doi = {10.1007/s10758-019-09405-w}, number = {1}, journal = {Technology, Knowledge and Learning}, author = {Hembre, Oda J. and Warth, Line Lundvoll}, year = {2020}, note = {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}, pages = {197--211}, } @misc{noauthor_assess_2021, title = {{ASSESS} {TOOLS}}, url = {https://schools2030.org/assessment/assess-tools/}, abstract = {Tools}, language = {en-US}, urldate = {2022-03-31}, journal = {Schools2030}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NNZE2NHL}, } @article{amod_assessing_2018, title = {Assessing a {Remedial} {Intervention} {Programme} in {Developing} the {Planning} {Skills} of {Grade} 4 and 5 {Learners}}, volume = {65}, url = {https://www.researchgate.net/profile/Joseph_Seabi/publication/327727864_Assessing_a_Remedial_Intervention_Programme_in_Developing_the_Planning_Skills_of_Grade_4_and_5_Learners/links/5ba0f5b692851ca9ed12d1bc/Assessing-a-Remedial-Intervention-Programme-in-Developing-the-Planning-Skills-of-Grade-4-and-5-Learners.pdf}, doi = {10.1080/1034912X.2017.1406067}, abstract = {The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential.}, number = {4}, journal = {International Journal of Disability, Development and Education}, author = {Amod, Zaytoon and Heafield, Deidré and Seabi, Joseph}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1034912X.2017.1406067 2129771:MVMNMCSC 2486141:75MF49FC}, keywords = {\_Added to LR, \_G:reviewed}, pages = {421--441}, } @incollection{tang_assessing_2023, address = {Cham}, title = {Assessing and {Tracking} {Students}’ {Wellbeing} {Through} an {Automated} {Scoring} {System}: {School} {Day} {Wellbeing} {Model}}, isbn = {978-3-031-09687-7}, shorttitle = {Assessing and {Tracking} {Students}’ {Wellbeing} {Through} an {Automated} {Scoring} {System}}, url = {https://doi.org/10.1007/978-3-031-09687-7_4}, abstract = {The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Tang, Xin and Upadyaya, Katja and Toyama, Hiroyuki and Kasanen, Mika and Salmela-Aro, Katariina}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_4}, keywords = {Artificial Intelligence, Automated scoring system, Social-emotional skills, Students’ wellbeing}, pages = {55--71}, } @misc{noauthor_assessing_nodate, title = {‪{Assessing} cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}‬}, url = {https://scholar.google.co.uk/citations?view_op=view_citation&hl=en&user=7KQR9rYAAAAJ&sortby=pubdate&citation_for_view=7KQR9rYAAAAJ:XD-gHx7UXLsC}, abstract = {‪R Sabates, P Rose, B Alcott, M Delprato‬, ‪Journal of Development Effectiveness, 2021‬ - ‪Cited by 14‬}, urldate = {2023-01-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GNHK4A6M}, } @inproceedings{ibrahim_assessing_2021, address = {Kano, Nigeria}, title = {Assessing emerging trends in {Library} space usage for sustainable library design: {A} case study of {Kano} {State} {Library}}, language = {en}, booktitle = {“{First} {International} {Conference} on {Sustainable} {Built} {Environment} in the {Tropics} ({ICONSBET}) at the {Department} of {Architecture}}, publisher = {Bayero University}, author = {Ibrahim, H. and Ali, S.M.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{mwewa_assessing_nodate, title = {Assessing {ICT} availability and use by {Mathematics} and {Science} {Teachers} of {High} {Schools} in {Zambia}: {A} {Case} of {Copperbelt} and {North}-{Western} {Provinces} of {Zambia}}, shorttitle = {Assessing {ICT} availability and use by {Mathematics} and {Science} {Teachers} of {High} {Schools} in {Zambia}}, journal = {SAARMSTE COMMITTEES}, author = {Mwewa, Godfrey and Ndhlovu, Zanzini B.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XR8JKBF8}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {124}, } @article{ngware_assessing_2019, title = {Assessing learning: {How} can classroom-based teachers assess students’ competencies in numeracy?}, volume = {26}, issn = {0969-594X, 1465-329X}, shorttitle = {Assessing learning}, url = {https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1503156}, doi = {10.1080/0969594X.2018.1503156}, language = {en}, number = {2}, urldate = {2020-08-10}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Ngware, Moses W. and Hungi, Njora and Mutisya, Maurice}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2018.1503156 2129771:4B97MTIP}, keywords = {\_\_C:filed:1}, pages = {222--244}, } @article{lyon_assessing_2018, title = {Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship}, volume = {13}, issn = {1748-5908}, shorttitle = {Assessing organizational implementation context in the education sector}, url = {https://doi.org/10.1186/s13012-017-0705-6}, doi = {10.1186/s13012-017-0705-6}, abstract = {A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.}, number = {1}, urldate = {2022-11-23}, journal = {Implementation Science}, author = {Lyon, Aaron R. and Cook, Clayton R. and Brown, Eric C. and Locke, Jill and Davis, Chayna and Ehrhart, Mark and Aarons, Gregory A.}, month = jan, year = {2018}, keywords = {Education, Implementation citizenship, Implementation climate, Implementation leadership, Reliability, Schools, Structural validity}, pages = {5}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @article{chen_assessing_2021, title = {Assessing student–teacher relationship quality in cross-cultural contexts: {Psychometric} properties of student–teacher relationship drawings}, volume = {0}, issn = {1740-5629}, shorttitle = {Assessing student–teacher relationship quality in cross-cultural contexts}, url = {https://doi.org/10.1080/17405629.2021.1952862}, doi = {10.1080/17405629.2021.1952862}, abstract = {The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 {\textless} ICC {\textless} .84) and Chinese samples (.72 {\textless} ICC {\textless} .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.}, number = {0}, urldate = {2022-04-01}, journal = {European Journal of Developmental Psychology}, author = {Chen, Mengdi and Zee, Marjolein and Roorda, Debora L.}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17405629.2021.1952862 KerkoCite.ItemAlsoKnownAs: 10.1080/17405629.2021.1952862 2129771:PGDZREX2 2486141:ULZ3624B}, keywords = {Cross-cultural research, measurement invariance, student–teacher relationship drawings, student–teacher relationships}, pages = {1--15}, } @article{bergman_assessing_2008, title = {Assessing the impact of the trauma team training program in {Tanzania}}, doi = {10.1097/ta.0b013e318184a9fe}, abstract = {BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all {\textgreater}80\%. Seventy-five percent of subjects were very satisfied with TTT and 90\% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams \& Wilkins.}, language = {en}, journal = {Journal of Trauma - Injury, Infection and Critical Care}, author = {Bergman, Simon and Deckelbaum, Dan and Lett, Ronald and Haas, Barbara and Demyttenaere, Sebastian and Munthali, Victoria and Mbembati, Naboth and Museru, Lawrence and Razek, Tarek and Razek, Tarek}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/ta.0b013e318184a9fe 10/bzcnz5 2129771:4RXGG6YM 2317526:3CVSJFSZ}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:assessment, F:disability, P:media, P:nurse, R:evaluation, R:impact, R:questionnaire, T:Training, Z:Education, Z:Team assessment, Z:Trauma team training, \_\_C:filed:1, publicImportV1}, } @article{kijima_assessing_2012, title = {Assessing the {Impact} of {Training} on {Lowland} {Rice} {Productivity} in an {African} {Setting}: {Evidence} from {Uganda}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X12000691}, doi = {10.1016/j.worlddev.2012.04.008}, abstract = {Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.}, language = {en}, journal = {World Development}, author = {Kijima, Yoko and Ito, Yukinori and Otsuka, Keijiro}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.04.008 10/gf62mn 2129771:6TCK7VHB 2317526:VYZHZQWE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, CA:AandC, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:production, P:technology, R:impact, T:Training, Z:diffusion of technology, Z:improved cultivation practices, Z:lowland rice, Z:yield enhancement, \_C:Uganda UGA, publicImportV1}, } @article{srivastava_assessing_2023, title = {Assessing the potential of {AI}–{ML} in urban climate change adaptation and sustainable development}, volume = {15}, url = {https://www.mdpi.com/2071-1050/15/23/16461}, doi = {10.3390/su152316461}, number = {23}, urldate = {2024-02-24}, journal = {Sustainability}, author = {Srivastava, Aman and Maity, Rajib}, year = {2023}, note = {Publisher: MDPI}, pages = {16461}, } @techreport{hinton_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf}, language = {en}, author = {Hinton, Dr Rachel and Robinson, Mark}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:668WW7LW 2129771:EYWP2GMV 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA}, keywords = {⛔ No DOI found}, pages = {52}, } @article{biancarosa_assessing_2010, title = {Assessing the value-added effects of literacy collaborative professional development on student learning}, volume = {111}, url = {https://doi.org/10.1086/653468.}, doi = {10.1086/653468}, number = {1}, journal = {The Elementary School Journal}, author = {Biancarosa, G. and Bryk, A.S. and Dexter, E.R.}, year = {2010}, pages = {7--34}, } @article{trinchero_assessment-as-learning_2018, title = {{ASSESSMENT}-{AS}-{LEARNING} {FOR} {COGNITIVE} {ACTIVATION}. {ISSUES} {FOR} {EFFECTIVE} {USE} {OF} {LEARNING} {TECHNOLOGIES} {IN} {THE} {CLASSROOM}}, volume = {26}, number = {3}, journal = {Italian Journal of Educational Technology}, author = {Trinchero, Roberto}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:FMNSPGL7}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {40--55}, } @misc{noauthor_assessment_nodate, title = {Assessment \& {Certification} {\textbar} {Directorate} of {Industrial} {Training}}, url = {http://dituganda.org/assessment-certification-2/}, urldate = {2020-05-31}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BJI8259D 2317526:59RCE8YR}, } @book{peacock_assessment_2016, edition = {UK ed. edition}, title = {Assessment {For} {Learning} {Without} {Limits}}, isbn = {978-0-335-26136-9}, abstract = {This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012) the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on every child’s capacity to learn the book explores what can be achieved when we remove limits on learning. School leaders and teachers struggling against practices that seeks to define label and rank explore the opportunity to view assessment reform as a means of reducing inequity through ‘learning without limits’ principles of collaboration professional learning and inquiry. Children share their views and offer powerful insights into what may be achieved when limits are lifted on their learning. Consequently a liberating and alternative view of assessment is presented achieved through children and adults working in partnership. Throughout the book practical examples are offered illustrated by real life stories often about children who have achieved more than their teachers thought possible.At a time when schools are in pursuit of new assessment practices and reporting of progress the insights in this book about what is possible are highly pertinent for individual teachers school leaders and teacher educators wondering how best to foster children’s learning capacity.}, language = {English}, publisher = {Open University Press}, author = {Peacock, Alison}, month = jul, year = {2016}, } @techreport{ralaingita_assessment_nodate, type = {Science of {Teaching}}, title = {Assessment {Informed} {Instruction}: {Classroom} level}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/Assessment-Informed-Instruction-0424-1.pdf}, urldate = {2022-07-28}, author = {Ralaingita, Wendi and Jordan, Rachel and Long, Elizabeth and Piper, Benjamin and Fesmire, Marion}, } @techreport{chiappetta_assessment-informed_nodate, type = {Science of {Teaching}}, title = {Assessment-{Informed} {Instruction}: {Systems} {Level}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/Assessment_System_F-1.pdf}, urldate = {2022-07-28}, author = {Chiappetta, Melissa and Piper, Benjamin and Ralaingita, Wendi and Norman, Julianne}, } @article{tudunwada_assessment_2020, title = {Assessment of {Farmers} {Socio} – economic {Characteristics} in the {Karfi} {Sector} of {KRIP} {Kano} {State}, {Nigeria}}, volume = {1}, language = {en}, journal = {Wudil Journal of Earth \& Environmental Sciences, WUJEES}, author = {Tudunwada, I.Y. and S.S, Khalifa}, year = {2020}, keywords = {⛔ No DOI found}, pages = {43 -- 51}, } @article{awodele_assessment_2016, title = {Assessment of medical waste management in seven hospitals in {Lagos}, {Nigeria}}, volume = {16}, issn = {1471-2458}, url = {https://doi.org/10.1186/s12889-016-2916-1}, doi = {10.1186/s12889-016-2916-1}, abstract = {Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used.}, number = {1}, urldate = {2024-03-13}, journal = {BMC Public Health}, author = {Awodele, Olufunsho and Adewoye, Aishat Abiodun and Oparah, Azuka Cyril}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12889-016-2916-1 2129771:U4XSEH92 2486141:WNC4IS9M}, keywords = {Environmental hazards, Healthcare workers, LAWMA and Lagos, Medical waste, Waste management}, pages = {269}, } @phdthesis{agufana_assessment_2015, title = {Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in {Kenya}}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.}, language = {en}, school = {Moi University}, author = {Agufana, PB}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:assessment, P:media, P:school teacher, P:technology, Q:ICT, R:survey, T:TVET, publicImportV1}, } @article{agufana_assessment_2018, title = {Assessment of {Perceived} {Ease} of {Use} and {Instructional} {Use} of {ICT} by {Lecturers} in {Technical} {Training} {Institutions} in {Kenya}}, url = {http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.}, language = {en}, journal = {African Journal of Education, Science and Technology}, author = {Agufana, PB and Too, JK and Mukwa, CW}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:assessment, F:attitude, P:culture, P:school teacher, Q:ICT, Q:lifelong learning, Q:open learning, T:TVET, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @book{suryahadi_assessment_2013, address = {Jakarta}, series = {Working paper}, title = {Assessment of policies to improve teacher quality and reduce teacher absenteeism}, isbn = {978-602-7901-09-4}, language = {en}, publisher = {SMERU Research Institute}, author = {Suryahadi, Asep and Sambodho, Prio}, collaborator = {Social Monitoring {and} Early Response Unit (Indonesia)}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786}, } @article{peregrino_assessment_2022, title = {Assessment of school {Learning} {Continuity} {Plan} ({LCP}) implementation: {Basis} for policy formulation}, volume = {2}, shorttitle = {Assessment of school {Learning} {Continuity} {Plan} ({LCP}) implementation}, doi = {10.35912/jshe.v2i3.967}, number = {3}, journal = {Journal of Social, Humanity, and Education}, author = {Peregrino, Lilia P. and Javillonar, Mark G. and Caballes, Dennis G. and Necio, Chona R. and Ramirez, Amor B.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.35912/jshe.v2i3.967 2129771:XNHZ7GWK}, pages = {211--224}, } @article{godaert_assessment_2022, title = {Assessment of students’ digital competences in primary school: a systematic review}, volume = {27}, issn = {1360-2357, 1573-7608}, shorttitle = {Assessment of students’ digital competences in primary school}, url = {https://link.springer.com/10.1007/s10639-022-11020-9}, doi = {10.1007/s10639-022-11020-9}, language = {en}, number = {7}, urldate = {2024-03-04}, journal = {Education and Information Technologies}, author = {Godaert, Eline and Aesaert, Koen and Voogt, Joke and Van Braak, Johan}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11020-9 4804264:H3METBU9}, keywords = {Final\_citation}, pages = {9953--10011}, } @misc{noauthor_assessment_nodate, title = {Assessment {Report} and {Snag} {List} on the {Completion} of {Bayero} {University} {Senate} {Building}}, language = {en}, } @article{senjam_assistive_2020, title = {Assistive technology for students with visual disability in schools for the blind in {Delhi}}, volume = {15}, issn = {1748-3107}, url = {https://doi.org/10.1080/17483107.2019.1604829}, doi = {10.1080/17483107.2019.1604829}, abstract = {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 {\textless}6/18 to 1/60, and the rest had {\textless}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 {\textless}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 ({\textless}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.}, number = {6}, urldate = {2021-03-04}, journal = {Disability and Rehabilitation: Assistive Technology}, author = {Senjam, Suraj Singh and Foster, Allen and Bascaran, Covadonga and Vashist, Praveen and Gupta, Vivek}, year = {2020}, pmid = {31012740}, note = {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}, pages = {663--669}, } @techreport{world_health_organization_regional_office_for_africa_assistive_2018, title = {Assistive {Technology} in the {African} {Region}: {Results} of an {Online} {Rapid} {Assistive} {Technology} {Capacity} {Survey}}, url = {https://www.who.int/phi/implementation/assistive_technology/Assistive_Technology_African_Region_Report.pdf}, urldate = {2020-08-24}, author = {World Health Organization Regional Office for Africa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DQ2P2MG7}, } @article{perelmutter_assistive_2017, title = {Assistive technology interventions for adolescents and adults with learning disabilities: {An} evidence-based systematic review and meta-analysis}, volume = {114}, shorttitle = {Assistive technology interventions for adolescents and adults with learning disabilities}, doi = {10.1016/j.compedu.2017.06.005}, journal = {Computers \& education}, author = {Perelmutter, Bogi and McGregor, Karla K. and Gordon, Katherine R.}, year = {2017}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.06.005 10/gbxdnj 2129771:DICKYFQF 2129771:JTAES4ZG}, keywords = {\_\_C:filed:1, literature / systematic review}, pages = {139--163}, } @article{pujol_association_2013, title = {Association between {Ambient} {Noise} {Exposure} and {School} {Performance} of {Children} {Living} in {An} {Urban} {Area}: {A} {Cross}-{Sectional} {Population}-{Based} {Study}}, volume = {91}, issn = {1099-3460}, url = {https://doi.org/10.1007/s11524-013-9843-6}, doi = {10.1007/s11524-013-9843-6}, abstract = {Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p {\textless} 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.}, number = {2}, journal = {Journal of Urban Health}, author = {Pujol, Sophie and Levain, Jean-Pierre and Houot, Hélène and Petit, Rémy and Berthillier, Marc and Defrance, Jérôme and Lardiès, Joseph and Masselot, Cyril and Mauny, Frédéric}, month = nov, year = {2013}, note = {openalex: W1998694229 mag: 1998694229 KerkoCite.ItemAlsoKnownAs: 10.1007/s11524-013-9843-6 2129771:67WD22RJ 5072953:FWT2J8FG}, keywords = {C:France, openalex:import, openalex:yes}, pages = {256--271}, } @misc{noauthor_association_nodate, title = {Association for the {Development} of {Education} in {Africa}}, url = {http://www.adeanet.org/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZCXGDRM4 2317526:RLMC4PPI}, } @misc{noauthor_association_nodate, title = {Association of {Ethiopians} {Educated} in {Germany}}, url = {https://aeeg-ethiopia.org/}, language = {en-US}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GUM3N5HT 2317526:PAVA9SDY}, } @misc{united_nations_assuring_2022, title = {Assuring and improving quality public digital learning for all}, url = {https://www.un.org/en/transforming-education-summit/digital-learning-all}, language = {en}, urldate = {2024-03-19}, journal = {United Nations}, author = {{United Nations}}, year = {2022}, note = {Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 4804264:TVKZT89C}, keywords = {Final\_citation}, } @article{street_at_2005, title = {At last: {Recent} applications of new literacy studies in educational contexts}, volume = {39}, number = {4}, urldate = {2021-03-28}, journal = {Research in the Teaching of English}, author = {Street, B V}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2QZM2I8C}, keywords = {⛔ No DOI found}, pages = {417--423}, } @misc{atlasti_atlasti_nodate, title = {{ATLAS}.ti {AI} {Lab} {\textbar} {Accelerating} {Innovation} for {Data} {Analysis}}, url = {https://atlasti.com/atlas-ti-ai-lab-accelerating-innovation-for-data-analysis}, abstract = {Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.}, language = {en}, urldate = {2024-01-20}, journal = {ATLAS.ti}, author = {{ATLAS.ti}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8EI2Q8H5 2405685:X89DCPWW 2486141:9GPQDUQE}, } @misc{noauthor_atlasti_nodate, title = {{ATLAS}.ti {\textbar} {The} \#1 {Software} for {Qualitative} {Data} {Analysis}}, url = {https://atlasti.com}, abstract = {ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today!}, language = {en}, urldate = {2024-01-20}, journal = {ATLAS.ti}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9PAQYRA 2405685:D4GAPW4G 2486141:JLBWBGTM}, } @article{ishmael_attitude_2020, title = {Attitude towards {One}-to-{One} {Technology} among {Student} {Academic} {Achievement} in {Ninth} {Grade} {STEM} {Classes}}, author = {Ishmael, Brenda Patterson}, year = {2020}, note = {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}, } @article{wormnaes_audio-described_2013, title = {Audio-described educational materials: {Ugandan} teachers' experiences}, volume = {31}, issn = {0264-6196, 0264-6196}, url = {https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences}, doi = {10.1177/0264619613485029}, abstract = {This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)}, language = {English}, number = {2}, journal = {British Journal of Visual Impairment}, author = {Wormnaes, Siri and Sellaeg, Nina}, month = may, year = {2013}, note = {Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2405685:IR6UNF66 2405685:W293NXX6 2534378:JDCGUHUG 2534378:YXS3JJVS}, keywords = {Access to Education, Cultural Relevance, Culturally Relevant Education, ERIC, Current Index to Journals in Education (CIJE), Educational Objectives, Foreign Countries, Higher Education, Inclusion, Instructional Materials, Interviews, Learning Processes, Postsecondary Education, Qualitative Research, Reflection, Student Teachers, Teacher Attitudes, Teacher Education, Teachers, Uganda, Video Technology, Visual Impairments, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098573, \_\_finaldtb}, pages = {164--171}, } @book{araya_augmented_2023, title = {Augmented {Education} in the {Global} {Age}: {Artificial} {Intelligence} and the {Future} of {Learning} and {Work}}, shorttitle = {Augmented {Education} in the {Global} {Age}}, url = {https://library.oapen.org/handle/20.500.12657/61656}, abstract = {Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change.}, language = {English}, urldate = {2023-09-18}, publisher = {Taylor \& Francis}, editor = {Araya, Daniel and Marber, Peter}, year = {2023}, doi = {10.4324/9781003230762}, note = {Accepted: 2023-03-08T12:37:34Z KerkoCite.ItemAlsoKnownAs: 10.4324/9781003230762 2486141:TUEKXX36}, keywords = {Artificial Intelligence and the Future of Learning and Work, Augmented Education in the Global Age, Daniel Araya, Education, Education administration, Education policy, Peter Marber, bic Book Industry Communication::J Society \& social sciences::JH Sociology \& anthropology::JHB Sociology, bic Book Industry Communication::J Society \& social sciences::JN Education::JNF Educational strategies \& policy, bic Book Industry Communication::J Society \& social sciences::JN Education::JNK Organization \& management of education, bic Book Industry Communication::J Society \& social sciences::JN Education::JNV Educational equipment \& technology, computer-aided learning (CAL), computers and technology, education reform}, } @misc{ajadi_aung_2010, title = {'{Aung} {Sung} {Tsu} {Yi} on {House} {Arrest}' {The} {Boston} literary magazine}, language = {en}, publisher = {The Boston Press}, author = {Ajadi, S.B.}, year = {2010}, note = {Place: Boston}, } @misc{noauthor_ausbeignv_2009, title = {{AusbEignV} 2009 - nichtamtliches {Inhaltsverzeichnis}}, url = {https://www.gesetze-im-internet.de/ausbeignv_2009/index.html}, urldate = {2020-08-08}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:34KXM2SC}, } @article{huettemann_automated_2023, title = {Automated {Knowledge} {Extraction} from {IS} {Research} {Articles} {Combining} {Sentence} {Classification} and {Ontological} {Annotation}}, url = {https://aisel.aisnet.org/wi2023/86/}, urldate = {2023-11-28}, author = {Huettemann, Sebastian}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LYCK8PXB 2405685:APEG3W9C 2486141:M878DKL8}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @misc{world_bank_automated_2012, title = {Automated teller machines ({ATMs}) (per 100,000 adults) - {Sierra} {Leone}}, url = {https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false}, urldate = {2022-01-10}, author = {{World Bank}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 4556019:QB8DZSFF}, } @inproceedings{russell_automated_2018, title = {Automated vulnerability detection in source code using deep representation learning}, url = {https://ieeexplore.ieee.org/abstract/document/8614145/}, doi = {10.1109/ICMLA.2018.00120}, urldate = {2024-03-04}, booktitle = {2018 17th {IEEE} international conference on machine learning and applications ({ICMLA})}, publisher = {IEEE}, author = {Russell, Rebecca and Kim, Louis and Hamilton, Lei and Lazovich, Tomo and Harer, Jacob and Ozdemir, Onur and Ellingwood, Paul and McConley, Marc}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ICMLA.2018.00120 4804264:397BVUGS}, keywords = {Final\_citation}, pages = {757--762}, } @inproceedings{donnelly_automatic_2016, address = {New York, NY, USA}, series = {{UMAP} '16}, title = {Automatic {Teacher} {Modeling} from {Live} {Classroom} {Audio}}, isbn = {978-1-4503-4368-8}, url = {https://doi.org/10.1145/2930238.2930250}, doi = {10.1145/2930238.2930250}, abstract = {We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question \& Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76\% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.}, urldate = {2021-03-07}, booktitle = {Proceedings of the 2016 {Conference} on {User} {Modeling} {Adaptation} and {Personalization}}, publisher = {Association for Computing Machinery}, author = {Donnelly, Patrick J. and Blanchard, Nathan and Samei, Borhan and Olney, Andrew M. and Sun, Xiaoyi and Ward, Brooke and Kelly, Sean and Nystran, Martin and D'Mello, Sidney K.}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MWMRUTL7 2129771:P5U3LFX7}, keywords = {\_C:Canada CAN, \_C:Congo, Republic COG, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, automatic feedback, classroom discourse, dialogic instruction, educational data mining, speech recognition}, pages = {45--53}, } @article{jonnalagadda_automating_2015, title = {Automating data extraction in systematic reviews: a systematic review}, volume = {4}, issn = {2046-4053}, shorttitle = {Automating data extraction in systematic reviews}, url = {https://doi.org/10.1186/s13643-015-0066-7}, doi = {10.1186/s13643-015-0066-7}, abstract = {Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Jonnalagadda, Siddhartha R. and Goyal, Pawan and Huffman, Mark D.}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2129771:6NZPFHQD 2129771:Y6RS89XH 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H}, keywords = {Conditional Random Field, Data Element, PubMed Abstract, Support Vector Machine, Systematic Review Process, \_Added-ailr-2024}, pages = {78}, } @article{van_dinter_automation_2021, title = {Automation of systematic literature reviews: {A} systematic literature review}, volume = {136}, issn = {09505849}, shorttitle = {Automation of systematic literature reviews}, url = {https://www.sciencedirect.com/science/article/pii/S0950584921000690}, doi = {10.1016/j.infsof.2021.106589}, abstract = {Objective: This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method: A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results: This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion: According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the auto­ mation of the other activities of the SLR process.}, language = {en}, urldate = {2022-04-05}, journal = {Information and Software Technology}, author = {van Dinter, Raymon and Tekinerdogan, Bedir and Catal, Cagatay}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2129771:P55BB4MK 2129771:R2JF2FUU 2129771:V5QAPNYM 2405685:D5JR22C8 2486141:MUGRSX6T 2486141:QPY7S6XW 2486141:R4RYX3PY}, keywords = {Automation, Machine learning, Natural language processing, Review, Systematic literature review (SLR), Text mining, \_Added-ailr-2024}, pages = {106589}, } @misc{noauthor_automation_nodate, title = {Automation tools in {EPPI}-{Reviewer}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3772#openalex}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BV4LSCLV 2405685:Z3W9I5GV 2486141:H9YDERWQ}, keywords = {\_Added-ailr-2024}, } @article{olaniran_availability_2016, title = {Availability, {Access} and {Utilization} of {E}-{Resources} among {Pre}-{Service} {Teacher} {Trainees} by {Distance}}, doi = {10.1109/T4E.2016.55}, abstract = {The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.}, language = {en}, journal = {IEEE 8TH International Conference on Technology for Education}, author = {Olaniran, Sunday O. and Duma, M. A. N. and Nzima, D. R. and Kumar, V and Murthy, S and {Kinshuk}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2016.55 2129771:NRBGSNFD 2317526:YD6P9NHZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing nation, F:access, P:electro, P:service industry, P:teachers, Q:ICT, Q:distance learning, Q:e-learning, R:research design, R:survey, T:trainee, Z:E-Learning, Z:E-Resources, Z:ICT, Z:ODL, Z:Pre-Service Teachers, publicImportV1, ⚠️ Invalid DOI}, } @article{nsama_availability_2020, title = {Availability and usage of information communication technology facilities in secondary schools in {Zambia}}, volume = {1}, url = {https://law.unza.zm/index.php/ZJEMAL/article/view/216}, number = {1}, urldate = {2023-12-05}, journal = {Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)}, author = {Nsama, Peggy and Masaiti, Gift and Akakandelwa, Akakandelwa}, year = {2020}, keywords = {⛔ No DOI found}, pages = {87--106}, } @article{boudry_availability_2017, title = {Availability of digital object identifiers in publications archived by {PubMed}}, volume = {110}, issn = {1588-2861}, url = {https://doi.org/10.1007/s11192-016-2225-6}, doi = {10.1007/s11192-016-2225-6}, abstract = {Digital object identifiers (DOIs) were launched in 1997 to facilitate the long-term access and identification of objects in digital environments. The objective of the present investigation is to assess the DOI availability of articles in biomedical journals indexed in the PubMed database and to complete this investigation with a geographical analysis of journals by the country of publisher. Articles were randomly selected from PubMed using their PubMed identifier and were downloaded from and processed through developed Hypertext Preprocessor language scripts. The first part of the analysis focuses on the period 1966–2015 (50 years). Of the 496,665 articles studied over this period, 201,055 have DOIs (40.48\%). Results showed that the percentage of articles with DOIs began to increase for articles published in the 2000s, with spectacular growth in the years 2002–2003, then reached a peak in 2015. Data on countries showed that some countries gradually implemented DOIs over the period 1966 to 2015 (the United States, the United Kingdom, and the Netherlands), while some did not (Russia, the Czech Republic, and Romania). The second part of the analysis focuses on the year 2015 and includes 268,790 articles published in 2015, randomly selected to evaluate the current implementation of DOIs. In 2015, 86.42\% of articles had DOIs. The geographical analysis of countries of publishers showed that some countries (Russia, Thailand, and Ukraine) still assigned few DOIs to articles in 2015. Thus, if the scientific community aims to increase the number and the usefulness of services rendered by DOIs, efforts must be made to generalize their use by all persons involved in scientific publication, particularly publishers.}, language = {en}, number = {3}, urldate = {2021-05-24}, journal = {Scientometrics}, author = {Boudry, Christophe and Chartron, Ghislaine}, month = mar, year = {2017}, pages = {1453--1469}, } @techreport{save_our_future_averting_2020, title = {Averting an {Education} {Catastrophe} for the {World}’s {Children}}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/White-Paper-FINAL.pdf}, urldate = {2022-04-18}, author = {{Save Our Future}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M3JMIDZW}, } @article{mfaume_awareness_2019, title = {Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in {Tanzania}}, volume = {15}, url = {https://files.eric.ed.gov/fulltext/EJ1220754.pdf}, abstract = {The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mfaume, Hamisi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851}, keywords = {Bali, Bangkok Thailand, Cellular telephones, Education, Educational technology, Japan, Learning, Pedagogy, Secondary school teachers, Students, Tanzania, Teaching, United Kingdom--UK, United States--US, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096774, \_\_finaldtb, ⛔ No DOI found}, pages = {154--170}, } @article{townsend_baby_2012, title = {Baby knows best? {The} impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample}, volume = {2}, shorttitle = {Baby knows best?}, doi = {10.1136/bmjopen-2011-000298}, number = {1}, journal = {BMJ open}, author = {Townsend, Ellen and Pitchford, Nicola J.}, year = {2012}, note = {Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2011-000298 2129771:9UR9FJG4}, pages = {e000298}, } @misc{caines_back_2021, title = {Back {Doors}, {Trap} {Doors}, and {Fourth}-{Party} {Deals}: {How} {You} {End} up with {Harmful} {Academic} {Surveillance} {Technology} on {Your} {Campus} without {Even} {Knowing}}, shorttitle = {Back {Doors}, {Trap} {Doors}, and {Fourth}-{Party} {Deals}}, url = {https://jitp.commons.gc.cuny.edu/?p}, language = {English}, urldate = {2022-01-01}, journal = {The Journal of Interactive Technology and Pedagogy}, author = {Caines, Autumm and Silverman, Sarah}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4578719:V28WBCSP 4804264:9XNPJXVV 4804264:NWC3YIX8 4804264:Q6M5PE5Y}, keywords = {Final\_citation, Issue Twenty, anystyle, existing, ⛔ No DOI found}, } @techreport{cheng_back_2020, address = {Cambridge, MA}, title = {Back to {Business} and ({Re})employing {Workers}? {Labor} {Market} {Activity} {During} {State} {COVID}-19 {Reopenings}}, shorttitle = {Back to {Business} and ({Re})employing {Workers}?}, url = {http://www.nber.org/papers/w27419.pdf}, abstract = {In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women.}, language = {en}, number = {w27419}, urldate = {2020-08-12}, institution = {National Bureau of Economic Research}, author = {Cheng, Wei and Carlin, Patrick and Carroll, Joanna and Gupta, Sumedha and Rojas, Felipe Lozano and Montenovo, Laura and Nguyen, Thuy and Schmutte, Ian and Scrivner, Olga and Simon, Kosali and Wing, Coady and Weinberg, Bruce}, month = jun, year = {2020}, doi = {10.3386/w27419}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27419 2129771:9Z5S9V9S}, pages = {w27419}, } @techreport{chuang_back--school_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.5281/zenodo.3878423}, note = {EdTechHub.Source: 2405685:DS66UGW4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Bolivia BOL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{elmore_backward_1979, title = {Backward mapping: {Implementation} research and policy decisions}, volume = {94}, shorttitle = {Backward mapping}, doi = {10.2307/2149628}, number = {4}, journal = {Political science quarterly}, author = {Elmore, Richard F.}, year = {1979}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.2307/2149628 2129771:N6JEV472 4869029:5YU3IVSM}, pages = {601--616}, } @article{harn_balancing_2013, title = {Balancing {Fidelity} with {Flexibility} and {Fit}: {What} {Do} {We} {Really} {Know} about {Fidelity} of {Implementation} in {Schools}?}, volume = {79}, issn = {0014-4029}, shorttitle = {Balancing {Fidelity} with {Flexibility} and {Fit}}, url = {https://doi.org/10.1177/001440291307900204}, doi = {10.1177/001440291307900204}, abstract = {Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.}, language = {en}, number = {3}, urldate = {2023-10-31}, journal = {Exceptional Children}, author = {Harn, Beth and Parisi, Danielle and Stoolmiller, Mike}, month = jan, year = {2013}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/001440291307900204 2129771:2TSVHKTP 2486141:HBAYERET}, pages = {181--193}, } @article{chitanana_bandwidth_2012, title = {Bandwidth management in universities in {Zimbabwe}: {Towards} a responsible user base through effective policy implementation}, volume = {8}, copyright = {Copyright University of the West Indies 2012}, issn = {18140556}, shorttitle = {Bandwidth management in universities in {Zimbabwe}}, url = {https://search.proquest.com/docview/1039653351/abstract/691A4728B2DE4429PQ/1}, abstract = {This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]}, language = {English}, number = {2}, urldate = {2018-06-09}, journal = {International Journal of Education and Development using Information and Communication Technology; Bridgetown}, author = {Chitanana, Lockias}, year = {2012}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:5WFXCS4Y}, keywords = {Bandwidths, College campuses, Computers, Education, Internet access, Internet resources, Product introduction, Research, \_\_C:filed:1, ⛔ No DOI found}, pages = {62--76}, } @techreport{kaye_bangladesh_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {18}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3865298}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{ideta_bar_2000, title = {Bar dissolution in prolate halos}, volume = {535}, doi = {10.1086/312709}, number = {2}, journal = {The Astrophysical Journal Letters}, author = {Ideta, Makoto and Hozumi, Shunsuke}, year = {2000}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/312709 2129771:88XVQIBP}, keywords = {\_\_C:filed:1}, pages = {L91}, } @inproceedings{ideta_bar_2001, title = {Bar {Dissolution} in {Prolate} {Halos} ({In}: {The} {Physics} of {Galaxy} {Formation})}, volume = {222}, booktitle = {The {Physics} of {Galaxy} {Formation}}, author = {Ideta, Makoto and Hozumi, Shunsuke}, year = {2001}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:EQ6YQ8M9}, keywords = {⛔ No DOI found}, pages = {325}, } @techreport{vijil-morin_barbados_2022, title = {Barbados: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/S5QBR8KA}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1042}, note = {ZenodoArchiveID: 10260182 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1042 ZenodoArchiveConcept: 10260181}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_barbados_2022, title = {Barbados: {Safe} {Education} {Sector} {Plan}}, shorttitle = {Barbados}, url = {https://docs.opendeved.net/lib/S5QBR8KA}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1042}, } @article{nilsen_barns_2018, title = {Barns och lärares aktiviteter med datorplattor och appar i förskolan}, author = {Nilsen, Malin}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:YIQVVGCJ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{hodge_barriers_2017, title = {Barriers to and facilitators of the inclusion of learners with special education needs: {An} appraisal of the education systems of the islands of the {Eastern} {Caribbean}}, shorttitle = {Barriers to and facilitators of the inclusion of learners with special education needs}, language = {en}, author = {Hodge, Carel Eulena and Bennett, Cary and Harrington, Ingrid and Zafarullah, Habib M.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RKCIQ8T2 2129771:WVKVFY98 2486141:4VYMPB5T 2486141:CSFKQA8Q}, keywords = {\_Added to LR, \_G:reviewed, ⛔ No DOI found}, pages = {321}, } @article{bolton_barriers_2020, title = {Barriers to {Education} for {Girls} in the {Democratic} {Republic} of {Congo}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15194}, abstract = {There was little published literature on the barriers to girls’ education in the DRC. The main findings of the research suggest that cultural history, economic lack, and the coexistence of these are the main factors hindering access to girls’ education. Limited data suggest that inequality is less significant at primary age so looking at problems for both boys and girls is likely to be relevant. At adolescence the gap is wider and the barriers are more gendered. This review synthesises evidence on barriers hindering access to education the reasons for low attainment or achievement levels for girls in the Democratic Republic of Congo (DRC). Other barriers identified include: early/forced marriage, parents’ lack of interest in childrens’ activities and low value placed on schooling, and children’s disinterest in school due to lack of school quality. The research provides a very useful insight but there is agreement1 that there are distinct regional differences in the DRC. For example, rural areas have more children out of school than urban areas. Recommendations for improved learning outcomes from DFID Girls’ Education Challenge include: coaching for teachers alongside structured teaching materials, extra-curricular clubs and activities, collection of data for planning, working with boys and men to improve gender inequality, and promoting change at all levels (community, school and national).}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = feb, year = {2020}, note = {Accepted: 2020-03-30T13:32:46Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BFEFTX62 4869029:ZM499KP7}, keywords = {⛔ No DOI found}, } @article{baticulon_barriers_2020, title = {Barriers to online learning in the time of {COVID}-19: {A} national survey of medical students in the {Philippines}}, copyright = {© 2020, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution-NonCommercial-NoDerivs 4.0 International), CC BY-NC-ND 4.0, as described at http://creativecommons.org/licenses/by-nc-nd/4.0/}, shorttitle = {Barriers to online learning in the time of {COVID}-19}, url = {https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2}, doi = {10.1101/2020.07.16.20155747}, abstract = {{\textless}p{\textgreater}Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized \textit{Emx1-cre}X\textit{Rosa26-GCaMP3} mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3\% and 8\% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-08-12}, journal = {medRxiv}, author = {Baticulon, Ronnie E. and Alberto, Nicole Rose I. and Baron, Maria Beatriz C. and Mabulay, Robert Earl C. and Rizada, Lloyd Gabriel T. and Sy, Jinno Jenkin and Tiu, Christl Jan S. and Clarion, Charlie A. and Reyes, John Carlo B.}, month = jul, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 10.1101/2020.07.16.20155747 2129771:KXKYVMK5 2405685:GFX8VVRS}, keywords = {\_COVID\_DEAA-List, \_\_C:filed:1}, pages = {2020.07.16.20155747}, } @article{kadhila_barriers_2021, title = {Barriers to the {Quality} of {Emergency} {Online} {Pedagogies} in {Higher} {Education} during the {COVID}-19 {Pandemic}: {A} {Case} {Study} from the {University} of {Namibia}:}, volume = {8}, copyright = {Copyright (c) 2021 Ngepathimo Kadhila, John Nyambe}, issn = {2311-1550}, shorttitle = {Barriers to the {Quality} of {Emergency} {Online} {Pedagogies} in {Higher} {Education} during the {COVID}-19 {Pandemic}}, url = {https://jl4d.org/index.php/ejl4d/article/view/517}, abstract = {Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kadhila, Ngepathimo and Nyambe, John}, month = nov, year = {2021}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:6G97D7PE}, keywords = {Africa, COVID-19, Namibia, \_genre:PR-primary\_research, higher education institutions, online pedagogies, quality assurance, ⛔ No DOI found}, pages = {516--531}, } @article{bingimlas_barriers_2009, title = {Barriers to the successful integration of {ICT} in teaching and learning environments: {A} review of the literature}, volume = {5}, shorttitle = {Barriers to the successful integration of {ICT} in teaching and learning environments}, url = {https://www.ejmste.com/article/barriers-to-the-successful-integration-of-ict-in-teaching-and-learning-environments-a-review-of-the-4156}, doi = {10.12973/ejmste/75275}, number = {3}, urldate = {2024-03-04}, journal = {Eurasia Journal of Mathematics, science and technology education}, author = {Bingimlas, Khalid Abdullah}, year = {2009}, note = {Publisher: Modestum KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/75275 4804264:WZGKG6R7}, keywords = {Final\_citation}, pages = {235--245}, } @techreport{romiszowski_baseline_2015, title = {Baseline {Study} for {Distance} {Technical} and {Professional} {Education} in {Mozambique}}, url = {http://oasis.col.org/handle/11599/1775}, abstract = {This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.}, language = {en}, author = {Romiszowski, A}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:manufacture, P:teachers, P:technology, Q:ICT, Q:ODEL, Q:distance education, Q:open education, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:TVET, T:competency-based training, T:professional and vocational education, T:trainee, publicImportV1}, } @techreport{ndongfack_baseline_2016, type = {Report}, title = {Baseline {Study} on the {Current} {State} of {Open} and {Distance} {Learning} in {Cameroon}}, copyright = {http://creativecommons.org/licenses/by-sa/4.0}, url = {http://oasis.col.org/handle/11599/2490}, abstract = {Meeting in Mauritius in May 2014, COL Focal Points from Africa and the Mediterranean Regions reviewed the state of ODL in their respective countries and proceeded to map out their strategic plans for 2015–2018. The report from Cameroon demonstrated that although the country is making some progress in the domain of ODL, it lacks an ODL policy framework, a national body to manage distance education and expertise in the field of ODL. To address the issues raised, it was important to establish the baseline situation. The general objective of this study was to establish the current situation of ODL in Cameroon.}, language = {en}, urldate = {2020-04-28}, institution = {Commonwealth of Learning (COL)}, author = {Ndongfack, Michael N.}, month = mar, year = {2016}, note = {Accepted: 2016-12-01T18:29:24Z KerkoCite.ItemAlsoKnownAs: 2129771:75QE2PMH}, } @article{grant_basic_2016, title = {Basic {Education} and {Employment}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13044}, abstract = {This review provides a summary of existing research on: What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)? Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes? What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment? This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines}, language = {en}, urldate = {2022-12-18}, author = {Grant, Catherine}, month = nov, year = {2016}, note = {Accepted: 2017-07-06T10:47:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:8RCVTK3K 4869029:B9LC52CU}, keywords = {⛔ No DOI found}, } @book{bateson_bateson_2000, address = {New York, NY}, title = {Bateson, {Patrick}, and {Paul} {Martin}. 2000. {Design} for a {Life}: {How} {Behavior} and {Personality} {Develop}}, publisher = {Simon \& Schuster}, author = {Bateson, Paul Patrick Gordon and Martin, Paul}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CFG8YL6D 2486141:7X46HQME}, } @article{chang_battle_2019, title = {Battle for the thermostat: {Gender} and the effect of temperature on cognitive performance}, volume = {14}, issn = {1932-6203}, shorttitle = {Battle for the thermostat}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530830/}, doi = {10.1371/journal.pone.0216362}, abstract = {This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards.}, number = {5}, urldate = {2022-06-02}, journal = {PLoS ONE}, author = {Chang, Tom Y. and Kajackaite, Agne}, month = may, year = {2019}, pmid = {31116745}, pmcid = {PMC6530830}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0216362 2129771:EYIA5AKI}, pages = {e0216362}, } @misc{coles_bbc_nodate, title = {{BBC} {World} {Service} - {People} {Fixing} the {World}, {How} to put the internet in a box}, url = {https://www.bbc.co.uk/programmes/p08vgmnv}, abstract = {Inside the “sneakernet” - the people carrying websites to places that are off the grid}, language = {en-GB}, urldate = {2021-05-29}, journal = {BBC}, collaborator = {Coles, Tom and Adam, Taskeen}, keywords = {Author:OpenDevEd}, } @misc{noauthor_bbc_nodate, title = {{BBC} {World} {Service} - {People} {Fixing} the {World}, {Pedal} power: {How} bicycles can change lives}, shorttitle = {{BBC} {World} {Service} - {People} {Fixing} the {World}, {Pedal} power}, url = {https://www.bbc.co.uk/programmes/p09f3dym}, abstract = {One man’s mission to transform millions of lives by selling them bicycles}, language = {en-GB}, urldate = {2021-05-29}, journal = {BBC}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AE57MSP2 2129771:VHTK4U82}, } @misc{gelbart_bbc_nodate, title = {{BBC} {World} {Service} - {People} {Fixing} the {World}, {Using} satellite photos to help distribute cash}, url = {https://www.bbc.co.uk/programmes/p099r62z}, abstract = {Togo has found a new way to send emergency cash to people struggling in the pandemic}, language = {en-GB}, urldate = {2021-05-29}, journal = {BBC}, collaborator = {Gelbart, Hannah}, } @misc{noauthor_bbig_2005, title = {{BBiG} - nichtamtliches {Inhaltsverzeichnis}}, url = {https://www.gesetze-im-internet.de/bbig_2005/index.html}, urldate = {2020-08-08}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y5FS7F97}, } @book{dickinson_beginning_2000, address = {Baltimore, MD}, title = {Beginning literacy with language: {Young} children learning at home and school.}, publisher = {Brookes Publishing Co.}, author = {Dickinson, David K and Tabors, Patton O}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4GIZSMYM}, } @misc{government_of_botswana_beh_nodate, title = {{BEH} - {Botswana} {Education} {Hub}}, url = {http://www.beh.gov.bw/}, urldate = {2018-12-07}, author = {{Government of Botswana}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:78356N5T 2317526:MUSCYYBK}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @article{grant_behaviour_2017, title = {Behaviour change approaches for social norms regarding gender}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13049}, abstract = {This report aims to inform a project which will set up self-help groups for young men from deprived urban areas in developing countries. The project will deliver an open-source course or set of materials using the most appropriate format for community level mobilisers to equip themselves to facilitate a series of ‘courageous conversations’ amongst young men to spur critical thinking about gender roles and social norms. It aims to equip them to lead their own groups looking at harmful masculinities and the impact this has on their behaviour. A literature search was conducted looking for examples of community level support programmes which effectively used dissemination methods to enable these programmes to be self-managed and self-led. The subject area was widened to include self-help groups with other purposes using a variety of methods. There are many different ways in which different groups equip people to lead their own development and learning with others, thus enabling peer support and development without requiring trained facilitators to be physically present. This report considers social norms to be ‘shared beliefs about what is typical and appropriate behaviour in a valued reference group.}, language = {en}, urldate = {2022-12-18}, author = {Grant, Catherine}, month = jan, year = {2017}, note = {Accepted: 2017-07-06T10:49:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KIBPA7P3 4869029:YVJ6LTMT}, keywords = {⛔ No DOI found}, } @techreport{rahman_behaviour_2022, title = {Behaviour change key principles for {EdTech} {\textbar} {MASTER} framework}, url = {https://docs.edtechhub.org/lib/BT283J6U}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and Wambûi Kuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0129}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0129 2129771:ZWXUZE55 4426965:IMPZ2WKI 4426965:Q3PT9KN5}, } @techreport{rahman_behaviour_2022, type = {Working {Paper}}, title = {Behaviour change key principles for {EdTech} {\textbar} {MASTER} framework}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BT283J6U}, abstract = {An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and WambûiKuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0129}, note = {ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2129771:AJQ8S2PV 2405685:BT283J6U}, keywords = {\_r:AddedByZotZen}, } @misc{simpson_behavioural_2019, title = {Behavioural {Innovation}: embracing behavioural science for lasting impact}, shorttitle = {Behavioural {Innovation}}, url = {https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4}, abstract = {Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social…}, language = {en}, urldate = {2022-12-22}, journal = {Brink blog}, author = {Simpson, Lea}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8JEAPJBJ 4426965:QXLUV9Z3}, } @article{petrovic_benchmarking_2012, series = {Social {Media} in {Government} - {Selections} from the 12th {Annual} {International} {Conference} on {Digital} {Government} {Research} (dg.o2011)}, title = {Benchmarking the digital divide using a multi-level outranking framework: {Evidence} from {EBRD} countries of operation}, volume = {29}, issn = {0740-624X}, shorttitle = {Benchmarking the digital divide using a multi-level outranking framework}, url = {http://www.sciencedirect.com/science/article/pii/S0740624X12000998}, doi = {10.1016/j.giq.2012.05.008}, abstract = {The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.}, number = {4}, urldate = {2018-06-09}, journal = {Government Information Quarterly}, author = {Petrović, Marijana and Bojković, Nataša and Anić, Ivan and Petrović, Dalibor}, month = oct, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.giq.2012.05.008 10/f4bsqx 2129771:XEEKR2QR}, keywords = {Benchmarking, Digital divide, EBRD countries, ELECTRE, Multi-level outranking}, pages = {597--607}, } @article{shaw_benefits_2019, title = {Benefits and {Challenges} of the {Freetown} {Teachers} {College} {Distance} {Education} {Programme} for {Serving} {Primary} and {Junior} {Secondary} {School} {Teachers} in {Sierra} {Leone}}, volume = {7}, url = {http://www.journalijar.com/article/27775/benefits-and-challenges-of-the-freetown-teachers-college-distance-education-programme-for-serving-primary-and-junior-secondary-school-teachers-in-sierra-leone/}, doi = {10.21474/IJAR01/8927}, language = {en}, number = {4}, urldate = {2020-07-16}, journal = {International Journal of Advanced Research}, author = {Shaw, Mohamed and Mansaray, Alpha Bassie}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21474/IJAR01/8927 2129771:28RHNAHY 2129771:MMKKGGEB 2486141:8H5XVMWV 2601447:3CHX24MJ 4556019:8XKU7CKA}, keywords = {\_C:Sierra Leone SLE}, pages = {1093--1104}, } @article{ward_benefits_2013, title = {Benefits and {Limitations} of {iPads} in the {High} {School} {Science} {Classroom} and a {Trophic} {Cascade} {Lesson} {Plan}}, volume = {61}, number = {4}, journal = {Journal of Geoscience Education}, author = {Ward, Nicholas D and Finley, Rachel J and Keil, Richard G and Clay, Tansy G}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 257089:FZV7ZGFU}, keywords = {⛔ No DOI found}, pages = {378--384}, } @article{takacs_benefits_2015, title = {Benefits and {Pitfalls} of {Multimedia} and {Interactive} {Features} in {Technology}-{Enhanced} {Storybooks}: {A} {Meta}-{Analysis}}, volume = {85}, issn = {0034-6543, 1935-1046}, shorttitle = {Benefits and {Pitfalls} of {Multimedia} and {Interactive} {Features} in {Technology}-{Enhanced} {Storybooks}}, url = {http://journals.sagepub.com/doi/10.3102/0034654314566989}, doi = {10.3102/0034654314566989}, abstract = {A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.}, language = {en}, number = {4}, urldate = {2024-03-04}, journal = {Review of Educational Research}, author = {Takacs, Zsofia K. and Swart, Elise K. and Bus, Adriana G.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 4804264:DP4YMP69}, keywords = {Final\_citation}, pages = {698--739}, } @article{takacs_benefits_2015, title = {Benefits and {Pitfalls} of {Multimedia} and {Interactive} {Features} in {Technology}-{Enhanced} {Storybooks}: {A} {Meta}-{Analysis}}, volume = {85}, issn = {0034-6543}, shorttitle = {Benefits and {Pitfalls} of {Multimedia} and {Interactive} {Features} in {Technology}-{Enhanced} {Storybooks}}, url = {https://doi.org/10.3102/0034654314566989}, doi = {10.3102/0034654314566989}, abstract = {A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.}, language = {en}, number = {4}, urldate = {2023-10-26}, journal = {Review of Educational Research}, author = {Takacs, Zsofia K. and Swart, Elise K. and Bus, Adriana G.}, month = dec, year = {2015}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:CLHZEHYI 2486141:WYE6VGNR}, pages = {698--739}, } @article{ismail_benefits_2018, title = {Benefits of {STEM} {Education}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14258}, abstract = {The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education.}, language = {en}, urldate = {2022-12-18}, author = {Ismail, Zenobia}, month = sep, year = {2018}, note = {Accepted: 2019-01-11T10:28:54Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:AC6P2YA9 4869029:QKTSYDWP}, keywords = {⛔ No DOI found}, } @techreport{nambatya_benefits_2023, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Benefits of using {ISSB} in school buildings}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://opendeved.net/2023/11/07/benefits-of-using-issb-in-school-buildings/}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {11}, institution = {Open Development \& Education}, author = {Nambatya, Mauricia}, month = nov, year = {2023}, doi = {10.53832/opendeved.1034}, note = {CallNumber: opendeved.1034 ZenodoArchiveID: 10257225 ZenodoArchiveConcept: 10257224 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1034 2129771:3KUTI3BB}, keywords = {\_r:AddedByMyEducationEvidence}, } @techreport{hasler_bericht_2022, title = {Bericht zur {tQMP} {Studie}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/D6P2ZZZP}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn and Haseloff, Gesine and Dreischmeier, Wido}, month = apr, year = {2022}, doi = {10.53832/opendeved.0273}, note = {ZenodoArchiveID: 6472917 ZenodoArchiveConcept: 6472916 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0273 2129771:8RS5HFTX 2129771:D6P2ZZZP}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen}, } @techreport{hibb_berufliche_2019, address = {Hamburg}, title = {Berufliche {Hochschule} {Hamburg} soll 2021 starten}, institution = {Pressestelle des Senats}, author = {HIBB}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UM57WZS 2317526:9H2D2BAX}, } @techreport{euler_berufsausbildung_2016, title = {Berufsausbildung in einer {Einwanderungsgesellschaft}}, url = {https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/LL_GP_Integration_Hintergrundpapier.pdf}, language = {De}, urldate = {2022-05-03}, author = {Euler, Dieter and Eckart, Severing}, year = {2016}, doi = {10.11586/2016006}, note = {KerkoCite.ItemAlsoKnownAs: 10.11586/2016006 2129771:G646R9GK 2486141:3UP76PSM}, } @book{hasler_berufsbildung_2019, address = {Bonn, Germany}, edition = {1}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, shorttitle = {Berufsbildung in {Subsahara}-{Afrika}}, url = {https://lit.bibb.de/vufind/Record/DS-184013}, language = {German}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa}, year = {2019}, doi = {10.5281/zenodo.3334690}, note = {urn:nbn:de:0035-vetrepository-775510-9 EdTechHub.Source: 2405685:6QK46DKT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2129771:GEELRK57 2129771:QLAUVQG6 2129771:U6V9QXYU 2129771:VEJS2VAF 2249382:MJH3TPY8 2317526:XAXNF68P 2339240:GVETNP2S 2339240:RBJPBT76 2405685:6QK46DKT 2405685:946X9BZX}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:c}, } @misc{hasler_berufsbildung_2019, address = {Bonn, Germany}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung} [{ZIP} {Archive}]}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/W2J4EDN4}, abstract = {This is a zip archive of the InDesign Files for Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., \& Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690 Available from: https://docs.opendeved.net/lib/GEELRK57}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, collaborator = {Haßler, Björn and McKee, Jamie}, year = {2019}, doi = {10.5281/zenodo.4118567}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118567 2129771:W2J4EDN4}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:e}, } @phdthesis{wolf_berufsbildung_2009, title = {Berufsbildung und {Kultur} – {Ein} {Beitrag} zur {Theorie} der {Berufsbildung} in der {Entwicklungszusammenarbeit}}, url = {https://d-nb.info/99385222x/34}, language = {de}, author = {Wolf, Stefan}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7QYPE7K4 2317526:2CXEC668 2317526:7LXVPJ49}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1, ⛔ No DOI found}, } @techreport{bmbf_berufsbildungsbericht_nodate, title = {Berufsbildungsbericht}, url = {https://www.bmbf.de/bmbf/de/bildung/berufliche-bildung/strategie-und-zusammenarbeit-in-der-berufsbildung/der-berufsbildungsbericht/der-berufsbildungsbericht_node.html}, language = {en}, urldate = {2022-05-03}, author = {{BMBF}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VPK8G38A 2486141:HF9ZQYVP}, } @article{noauthor_berufsbildungsgesetz_2020, title = {Berufsbildungsgesetz ({BBiG})}, language = {de}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y4F5GQ4Y}, keywords = {\_\_C:filed:1}, pages = {66}, } @article{amonoo-kuafi_best_2019, title = {Best {Practice} for {Scaling} {Up} {Efforts} to {Improve} {English} {Language} {Skills}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14444}, abstract = {This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used.}, language = {en}, urldate = {2022-12-18}, author = {Amonoo-Kuafi, Esi Fenyiwa}, month = feb, year = {2019}, note = {Accepted: 2019-04-05T09:27:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:F93AS5SI 4869029:CWPR9KAS}, keywords = {⛔ No DOI found}, } @article{pace_best_2020, title = {Best {Practices} in {Middle} {Level} {Quaranteaching}: {Strategies}, {Tips} and {Resources} {Amidst} {COVID}-19}, volume = {31}, issn = {2641-7715}, shorttitle = {Best {Practices} in {Middle} {Level} {Quaranteaching}}, url = {https://digitalcommons.georgiasouthern.edu/becoming_journal/vol31/iss1/2}, doi = {10.20429/becoming.2020.310102}, number = {1}, journal = {Becoming: Journal of the Georgia Association for Middle Level Education}, author = {Pace, Christi and Pettit, Stacie and Barker, Kim}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.20429/becoming.2020.310102 2129771:DEUSH5HH}, keywords = {\_\_C:filed:1}, pages = {2--13}, } @book{putz_betriebliche_2019, title = {Betriebliche {Integration} von {Pflegefachkräften} aus dem {Ausland}: {Innenansichten} zu {Herausforderungen} globalisierter {Arbeitsmärkte}}, isbn = {978-3-86593-331-7}, shorttitle = {Betriebliche {Integration}}, url = {http://www.boeckler.de/pdf/p_study_hbs_416.pdf}, language = {de}, urldate = {2022-05-03}, author = {Pütz, Robert and Kontos, Maria and Larsen, Christa and Rand, Sigrid and Ruokonen-Engler, Minna-Kristiina}, year = {2019}, note = {OCLC: 1090118904 KerkoCite.ItemAlsoKnownAs: 2129771:GE8MQNG8 2486141:X4QAUZTA}, } @article{manzano-leon_between_2021, title = {Between {Level} {Up} and {Game} {Over}: {A} {Systematic} {Literature} {Review} of {Gamification} in {Education}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2071-1050}, shorttitle = {Between {Level} {Up} and {Game} {Over}}, url = {https://www.mdpi.com/2071-1050/13/4/2247}, doi = {10.3390/su13042247}, abstract = {Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.}, language = {en}, number = {4}, urldate = {2022-04-05}, journal = {Sustainability}, author = {Manzano-León, Ana and Camacho-Lazarraga, Pablo and Guerrero, Miguel A. and Guerrero-Puerta, Laura and Aguilar-Parra, José M. and Trigueros, Rubén and Alias, Antonio}, month = jan, year = {2021}, note = {Number: 4 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {academic achievement, engagement, gamification, motivation, systematic literature review}, pages = {2247}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices} [journal article]}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:TMULW29L KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 2129771:AYIPTCYC 2129771:TMULW29L 2405685:UBRAD3MS 2447227:5ZYAXQAX}, keywords = {Author:OpenDevEd, MOOC designers, \_C:Albania ALB, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, cultural-epistemic injustice, decolonisation, docs.opendeved.net, geopolitical injustice, material injustice, social justice}, pages = {7}, } @inproceedings{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} designers’ conceptualisations and approaches to addressing injustices [presentation, {O}-143]}, copyright = {Creative Commons Attribution 4.0 License}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {https://oer20.oerconf.org/sessions/o-143/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en-US}, urldate = {2020-04-20}, booktitle = {{OER20}}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NW9VFE68}, keywords = {Author:OpenDevEd}, } @article{azorin_beyond_2020, title = {Beyond {COVID}-19 supernova. {Is} another education coming?}, volume = {ahead-of-print}, issn = {2056-9548}, url = {https://doi.org/10.1108/JPCC-05-2020-0019}, doi = {10.1108/JPCC-05-2020-0019}, abstract = {Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.}, number = {ahead-of-print}, urldate = {2020-08-12}, journal = {Journal of Professional Capital and Community}, author = {Azorín, Cecilia}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0019 2129771:RY9FT26V}, keywords = {Collective capacity, Community engagement, Educational change, Networks, \_\_C:filed:1}, } @incollection{mantelero_beyond_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {Beyond {Data}}, isbn = {978-94-6265-531-7}, url = {https://doi.org/10.1007/978-94-6265-531-7_1}, abstract = {In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI.}, language = {en}, urldate = {2024-02-23}, booktitle = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, editor = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7_1}, keywords = {AI, Data protection, Ethical Impact Assessment, Human rights, Privacy Impact Assessment, Risk-based approach, Self-determination, Social Impact Assessment}, pages = {1--43}, } @book{mantelero_beyond_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, volume = {36}, isbn = {978-94-6265-530-0 978-94-6265-531-7}, shorttitle = {Beyond {Data}}, url = {https://link.springer.com/10.1007/978-94-6265-531-7}, language = {en}, urldate = {2024-02-23}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7}, keywords = {AI Regulation, Artificial Intelligence, Data Protection, Ethics, Fundamental Rights, Human Rights, Human Rights Impact Assessment (HRIA), Impact Assessment, Open Access}, } @misc{noauthor_beyond_2020, title = {"{Beyond} {Free} {Textbooks}" - {Jasmine} {Roberts} live from {University} of {Illinois} {Urbana}-{Champaign} {Library}}, url = {https://www.youtube.com/watch?v=ZXynJXVRIJ0}, abstract = {Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign}, urldate = {2020-07-11}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FQFE3VX3}, } @techreport{hankivsky_beyond_2020, type = {Policy {Brief}}, title = {Beyond sex and gender analysis: an intersectional view of the {COVID}-19 pandemic outbreak and response}, url = {https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf}, urldate = {2021-02-27}, author = {Hankivsky, Olena and Kapilashrami, Anuj}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42}, } @techreport{sandefur_beyond_2019, title = {Beyond {Short}-{Term} {Learning} {Gains}: {The} {Impact} of {Outsourcing} {Schools} in {Liberia} after {Three} {Years}}, abstract = {After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51\%), but increased dropout (by 3.3 percentage points from a base of 15\%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes.}, language = {en}, institution = {Center for Global Development}, author = {Sandefur, Justin and Romero, Mauricio}, month = dec, year = {2019}, keywords = {⛔ No DOI found}, pages = {4}, } @misc{noauthor_bibb_nodate, title = {{BIBB} / {Stellenangebote}}, url = {https://www.bibb.de/de/473.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {de}, urldate = {2022-05-06}, journal = {BIBB - Stellenangebote}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:86TFWM7P 2486141:93F8YSA3}, } @article{antons_big_2017, title = {Big data, big insights? {Advancing} service innovation and design with machine learning}, volume = {21}, doi = {10.1177/1094670517738373}, language = {en}, number = {1}, journal = {Journal of Service Research}, author = {Antons, D and Breidbach, CF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2129771:BN4PIUR8 2129771:SLBNBAST 2405685:DD4VLI9U 2486141:8S9LUG53}, keywords = {\_Added-ailr-2024}, pages = {17--39}, } @inproceedings{karpatne_big_2017, address = {Halifax NS Canada}, title = {Big {Data} in {Climate}: {Opportunities} and {Challenges} for {Machine} {Learning}}, isbn = {978-1-4503-4887-4}, shorttitle = {Big {Data} in {Climate}}, url = {https://dl.acm.org/doi/10.1145/3097983.3105810}, doi = {10.1145/3097983.3105810}, language = {en}, urldate = {2024-02-24}, booktitle = {Proceedings of the 23rd {ACM} {SIGKDD} {International} {Conference} on {Knowledge} {Discovery} and {Data} {Mining}}, publisher = {ACM}, author = {Karpatne, Anuj and Kumar, Vipin}, month = aug, year = {2017}, pages = {21--22}, } @article{williamson_big_2022, title = {Big {EdTech}}, volume = {47}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2022.2063888}, doi = {10.1080/17439884.2022.2063888}, number = {2}, urldate = {2022-12-27}, journal = {Learning, Media and Technology}, author = {Williamson, Ben}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2022.2063888 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2063888 4804264:97I8AQB4}, keywords = {Final\_citation, cited, existing}, pages = {157--162}, } @techreport{jakiela_big_2020, title = {Big {Sisters}}, url = {https://www.cgdev.org/sites/default/files/big-sisters.pdf}, abstract = {We model household investments in young children when parents and older siblings share caregiving responsibilities and when investments by older siblings contribute to young children’s human capital accumulation. To test the predictions of our model, we estimate the impact of having one older sister (as opposed to one older brother) on early childhood development in a sample of rural Kenyan households with otherwise similar family structures. Older sibling gender is not related to household structure, subsequent birth spacing, or other observable characteristics, so we treat the presence of an older girl (as opposed to an older boy) as plausibly exogenous. Having an older sister rather than an older brother improves younger siblings’ vocabulary and fine motor skills by more than 0.1 standard deviations. Viewed through the lens of our model, the empirical pattern we observe suggests that: (i) older siblings’ investments in young children contribute to their human capital accumulation, and (ii) households perceive lower returns to investing in older girls than in older boys.}, urldate = {2020-11-08}, author = {Jakiela, Pamela and Ozier, Owen and Fernald,, Lia and Knauer, Heather}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B4BZQUY4}, } @book{ajadi_big_2011, address = {Robbinston}, edition = {Spring}, title = {'{Big} things at a small stadium' {Off} the coast international poetry journal}, language = {en}, publisher = {Resolute Bear Press}, author = {Ajadi, S.B.}, year = {2011}, } @misc{noauthor_bildungszentrum_nodate, title = {Bildungszentrum {Butzweilerhof}}, url = {https://www.hwk-koeln.de/artikel/bildungszentrum-butzweilerhof-32,935,405.html}, abstract = {Schwerpunktmäßig dient das Bildungszentrum der überbetrieblichen Unterweisung (ÜLU) in den Bereichen Stufenausbildung Bau (STABA) sowie Nicht-Bau. Daneben werden Fortbildungslehrgängesowie wie eine Vielzahl von Weiterbildungskursen angeboten.}, language = {de}, urldate = {2020-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N28QH9UR 2317526:WKATLRLF}, } @inproceedings{ali_bioclimatic_2024, address = {Bayero University, Kano, Nigeria, February}, title = {Bioclimatic {Strategies} to {Reduce} {Energy} {Consumption} in {Mixed}-{Used} {Buildings} in {Abuja}, {Nigeria}}, language = {en}, booktitle = {at the “{Second} {International} {Conference} on {Sustainable} {Built} {Environment} in the {Tropics} ({ICONSBET}) at the {Department} of {Architecture}}, author = {Ali, S.M. and Buhari, K.A.}, year = {2024}, keywords = {⛔ No DOI found}, } @article{bateson_biological_1987, title = {Biological {Approaches} to the {Study} of {Behavioral} {Development}}, volume = {10}, doi = {10.1177/016502548701000101}, abstract = {Although prominence has been given to genes in much biological writing about development, gene expression is such that simple deterministic and additive arguments about genes are usually misconceived. The way in which an individual develops depends on conditions, but the conditions also often depend on the individual. An example is given of how the emerging abilities of a child might result from such an interplay. The development of much individual variation can be explained in terms of relatively simple forms of underlying regulation. Some animal examples are given of how, during development, one of a number of possible outcomes may be selected, as from a jukebox, by environmental conditions. Further cases of regulated interplay between the developing individual and its environment are provided by learning processes, such as imprinting in birds, that appear to occur within sensitive periods in development. Some endogenous control is required, but the self-terminating effects of the learning processes depend on experience. The biological study of behavioural development lays great emphasis on the dynamic character of what happens and in this respect has much in common with other approaches. It is distinctive, though, in that it commonly involves asking what the behavioural processes are for. This functional approach has drawn attention to the special requirements of the young, and the special mechanisms required in the assembly of behaviour. It has also helped understanding of why individuals of the same species, sex and age may differ so much.}, number = {1}, journal = {International Journal of Behavioural Development}, author = {Bateson, Paul Patrick Gordon}, year = {1987}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016502548701000101 2129771:CMKWLPUG 2486141:QF3HNMPJ}, pages = {1--22}, } @article{hernandez-de-menendez_biometric_2021, title = {Biometric applications in education}, volume = {15}, issn = {1955-2505}, url = {https://doi.org/10.1007/s12008-021-00760-6}, doi = {10.1007/s12008-021-00760-6}, abstract = {Educational institutions are acquiring novel technologies to help make their processes more efficient and services more attractive for both students and faculty. Biometric technology is one such example that has been implemented in educational institutions with excellent results. In addition to identifying students, access control, and personal data management, it has critical applications to improve the academic domain's teaching/learning processes. Identity management system, class attendance, e-evaluation, security, student motivations, and learning analytics are areas in which biometric technology is most heavily employed. A literature review is performed to present an overview of biometric technology applications for educational purposes, challenges that must overcome to implement biometric technology, and potentially foreshadowing trends effectively. The future seems promising for biometric technology; the biometric technology market is expected to reach a value of USD 94 billion by 2025 at a compound annual growth rate of 36\%. New characteristics are under development for commercial applications, such as vascular pattern recognition, ear shape recognition, facial thermography, odor sensing, gait recognition, heartbeat authentication, brain waves, and human body bioacoustics. The biggest challenge this technology must overcome is security and privacy issues, which must be addressed to fully develop the technology to its full potential. It is desirable that this literature review can provide researchers with a sound vision of the potential that biometric technology will have in education.}, language = {en}, number = {2}, urldate = {2023-01-11}, journal = {International Journal on Interactive Design and Manufacturing (IJIDeM)}, author = {Hernandez-de-Menendez, Marcela and Morales-Menendez, Ruben and Escobar, Carlos A. and Arinez, Jorge}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12008-021-00760-6 4804264:42GLTGBW 4804264:UXCAC6R3}, keywords = {Biometrics, Educational innovation, Final\_citation, Higher education, State of the art, anystyle, existing}, pages = {365--380}, } @misc{noauthor_bird-e_nodate, title = {{BIRD}-{E}}, url = {https://www.bird-e.org}, language = {en-US}, urldate = {2023-02-02}, journal = {BIRD-E}, } @techreport{noauthor_bit-behavioural-government-report-2018pdf_nodate, title = {{BIT}-{Behavioural}-{Government}-{Report}-2018.pdf}, url = {https://www.bi.team/wp-content/uploads/2018/08/BIT-Behavioural-Government-Report-2018.pdf}, urldate = {2022-05-09}, } @article{bejan_bitcoin_2023, title = {Bitcoin price evolution versus energy consumption; trend analysis}, volume = {55}, issn = {0003-6846}, url = {https://doi.org/10.1080/00036846.2022.2097194}, doi = {10.1080/00036846.2022.2097194}, abstract = {Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.}, number = {13}, urldate = {2024-03-17}, journal = {Applied Economics}, author = {Bejan, Crina Anina and Bucerzan, Dominic and Crăciun, Mihaela Daciana}, month = mar, year = {2023}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00036846.2022.2097194}, keywords = {Artificial Neural Network (ANN), B23, C53, Cryptocurrency, E37, bitcoin, blockchain, energy consumption}, pages = {1497--1511}, } @article{de_vries_bitcoins_2018, title = {Bitcoin's growing energy problem}, volume = {2}, url = {https://www.cell.com/joule/pdf/S2542-4351(18)30177-6.pdf}, doi = {10.1016/j.joule.2018.04.016}, number = {5}, urldate = {2024-03-17}, journal = {Joule}, author = {De Vries, Alex}, year = {2018}, note = {Publisher: Elsevier}, pages = {801--805}, } @misc{hasler_bjohaskanbantool-bookmarklets_2019, title = {bjohas/kanbantool-bookmarklets}, url = {https://github.com/bjohas/kanbantool-bookmarklets}, urldate = {2020-07-11}, author = {Haßler, Björn}, month = apr, year = {2019}, note = {original-date: 2019-04-13T08:57:17Z KerkoCite.ItemAlsoKnownAs: 2129771:4NP84ITR}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @misc{hasler_bjohasosm-wikipedia-monkey_2017, title = {bjohas/{OSM}-{Wikipedia}-{Monkey}}, url = {https://github.com/bjohas/OSM-Wikipedia-Monkey}, urldate = {2020-07-11}, author = {Haßler, Björn}, month = may, year = {2017}, note = {original-date: 2017-04-30T10:17:37Z KerkoCite.ItemAlsoKnownAs: 2129771:DBK6YRNR}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{mohdin_black_2021, chapter = {Education}, title = {Black {Caribbean} girls in {England} ‘twice as likely to be excluded from schools as white girls’}, issn = {0261-3077}, url = {https://www.theguardian.com/education/2021/sep/23/black-girls-in-england-twice-as-likely-to-be-excluded-from-schools-as-white-girls}, abstract = {Data also shows that school exclusions for girls are growing at higher rate than for boys}, language = {en-GB}, urldate = {2023-11-03}, journal = {The Guardian}, author = {Mohdin, Aamna}, month = sep, year = {2021}, keywords = {Education, Exclusions, Inequality, Race, Schools, UK news, Women}, } @techreport{villavicencio_blended_2022, type = {Helpdesk {Response}}, title = {Blended and {Hybrid} {Learning} {Initiatives}: {A} curated list for {El} {Salvador}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BDT76583}, abstract = {This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {36}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Coflan, Caitlin Moss}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0105}, note = {ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583}, keywords = {\_r:AddedByZotZen}, } @article{qasem_blended_2016, title = {Blended {Learning} {Approach} to {Develop} the {Teachers}’ {TPACK}}, volume = {7}, issn = {1309517X}, url = {https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176}, doi = {10.30935/cedtech/6176}, abstract = {A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.}, language = {en}, number = {3}, urldate = {2020-05-29}, journal = {Contemporary Educational Technology}, author = {Qasem, Arwa Ahmad Abdo and Viswanathappa, Gandla}, month = sep, year = {2016}, note = {shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N}, keywords = {Blended Learning, Computer Assisted Instruction, Control Groups, ERIC, Current Index to Journals in Education (CIJE), Experimental Groups, Foreign Countries, Higher Education, Information Technology, Instructional Design, Instructional Effectiveness, Knowledge Level, Likert Scales, Online Courses, Pedagogical Content Knowledge, Postsecondary Education, Preservice Teachers, Pretests Posttests, Quasiexperimental Design, Science Teachers, Secondary Education, Secondary School Teachers, Technological Literacy, Technology Uses in Education, Trainees, Yemen, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096173, \_\_finaldtb}, pages = {264--276}, } @article{bukhari_blended_2016, title = {Blended learning implementation in secondary education for girls: case study {Tatweer} project {Saudi} {Arabia}}, volume = {4}, url = {https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf}, abstract = {Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.}, language = {en}, number = {7}, journal = {International Journal of Academic Research and Reflection}, author = {Bukhari, Eman Gasim}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:2HHSZJIC}, keywords = {⛔ No DOI found}, pages = {15}, } @article{machumu_blended_2016, title = {Blended {Learning} in the {Vocational} {Education} and {Training} {System} in {Tanzania}: {Understanding} {Vocational} {Educators}' {Perceptions}}, url = {http://ijmmu.com/index.php/ijmmu/article/view/46}, doi = {10.18415/ijmmu.v3i2.46}, abstract = {In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.}, language = {en}, journal = {International Journal of Multicultural and Multireligious Understanding}, author = {Machumu, HJ and Zhu, C and Sesabo, JK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.18415/ijmmu.v3i2.46 10/gf623b 2129771:FVP787HA 2317526:7SSXUQBF UTI-5C942F65-1513-3AC4-8993-CBC0906C370B}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, HDR25, P:technology, Q:e-learning, Q:mobile learning, Q:open education, T:Ausbildung, T:TVET, publicImportV1}, } @incollection{ololube_blended_2014, title = {Blended learning methods in introduction to teaching and sociology of education courses at a university of education}, booktitle = {Advancing technology and educational development through blended learning in emerging economies}, publisher = {IGI Global}, author = {Ololube, Nwachukwu Prince}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TFI2MYEF}, keywords = {\_C:Nigeria NGA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {108--127}, } @article{nilsson_blended_2017, title = {Blended learning vid lärares professionella lärande}, author = {Nilsson, Malin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XYDS49VP}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: the potential of innovative practice under scrutiny}, volume = {33}, url = {https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, language = {English}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K}, keywords = {Action Research, Case Studies, Communities of Practice, Diaries, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Faculty Development, Foreign Countries, India, Language Teachers, Participant Observation, Private Schools, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Semi Structured Interviews, Teacher Collaboration, Web Sites, Workshops, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096053, \_\_finaldtb}, pages = {88--106}, } @phdthesis{pascarella_blogging_2009, type = {Ph.{D}.}, title = {Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture}, url = {https://escholarship.mcgill.ca/concern/theses/wp988k86s}, abstract = {This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.}, language = {English}, school = {McGill University}, author = {Pascarella, John}, year = {2009}, note = {ISBN: 978-0-494-61838-7 Publication Title: ProQuest Dissertations and Theses NR61838 Loc in Archive 305106950 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/305106950?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3MNATQZE 2534378:IZK6PKSA 2534378:L3NWKKA3}, keywords = {0530:Teacher education, 0710:Educational technology, Blogging, Critical praxis, Culture, Education, Educational technology, Participatory culture, Teacher education, Teacher educator, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097704, \_\_finaldtb}, } @inproceedings{pratihast_blueprint_2022, address = {Virtual Conference}, title = {Blueprint for {Inclusive} {Research} \& {Development} in {Education}: {A} {Data}-{Driven} {Approach} to {Organize} and {Articulate} {Research} {Data} {Needs} for {Equitable} {Evaluation}}, shorttitle = {Blueprint for {Inclusive} {Research} \& {Development} in {Education}}, url = {https://www.iiis.org/DOI2022/EB878UD}, doi = {10.54808/ICSIT2022.01.19}, abstract = {In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77\% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.}, language = {en}, urldate = {2023-01-15}, author = {Pratihast, Susmita and Mote, Erin}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.54808/ICSIT2022.01.19 2129771:DQMC8R7B 4426965:EBSY8SPP 4426965:ZKSZ4YV5}, pages = {19--24}, } @misc{noauthor_bmas_nodate, title = {{BMAS} - {Startseite} der {Internet}-{Plattform} des {Bundesministeriums} für {Arbeit} und {Soziales}}, url = {https://www.bmas.de/DE/Startseite/start.html}, abstract = {Auf seinem Internet-Portal informiert das Bundesministerium für Arbeit und Soziales (BMAS) über sozial- und arbeitspolitische Themen.}, language = {de}, urldate = {2022-05-06}, journal = {www.bmas.de}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WY4XNNG5 2486141:MF228XS9}, } @misc{noauthor_bme280_nodate, title = {{BME280} temperature, pressure, humidity sensor}, url = {https://ae-bst.resource.bosch.com/media/_tech/media/datasheets/BST-BME280-DS002.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P4SUP9ZI 4682641:AAXMY2R6}, } @misc{noauthor_bmwk_nodate, title = {{BMWK} - {Bundesministerium} für {Wirtschaft} und {Klimaschutz}}, url = {https://www.bmwk.de/Navigation/DE/Home/home.html}, urldate = {2022-05-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XHIQYCTE 2486141:983DUBN8}, } @misc{government_of_botswana_bnvqf_2005, title = {{BNVQF} - {Botswana} {National} {Vocational} {Qualifications} {Framework}}, url = {http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LRZ92HFH 2317526:TGGR3UEF}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, Qualification Framework, publicImportV1}, } @article{jr_book_2022, title = {Book {Review}: {Dede} \& {Richards}, {Eds}., {The} 60-{Year} {Curriculum}: {New} {Models} for {Lifelong} {Learning} in the {Digital} {Economy}}, volume = {9}, copyright = {Copyright (c) 2022 Don Olcott Jr}, issn = {2311-1550}, shorttitle = {Book {Review}}, url = {https://jl4d.org/index.php/ejl4d/article/view/630}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Jr, Don Olcott}, month = mar, year = {2022}, note = {Number: 1}, keywords = {digital economy, lifelong learning, ⛔ No DOI found}, pages = {145--150}, } @article{gentles_book_2022, title = {Book {Review}: {McNaught} \& {Gravett}, {Eds}., {Embedding} {Social} {Justice} in {Teacher} {Education} and {Development} in {South} {Africa}}, volume = {9}, copyright = {Copyright (c) 2022 Carol Hordatt Gentles}, issn = {2311-1550}, shorttitle = {Book {Review}}, url = {https://jl4d.org/index.php/ejl4d/article/view/625}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Gentles, Carol Hordatt}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Book Review, ⛔ No DOI found}, pages = {151--154}, } @article{olcott_book_2020, title = {Book {Review}: {Transforming} {Universities} with {Digital} {Distance} {Education}: {The} {Future} of {Formal} {Learning}}, volume = {7}, copyright = {Copyright (c) 2020 D. J. Olcott}, issn = {2311-1550}, shorttitle = {Book {Review}}, url = {https://jl4d.org/index.php/ejl4d/article/view/460}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Olcott, D. J.}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:MKGNAL87}, keywords = {Ddigital distance education, ⛔ No DOI found}, pages = {494--496}, } @misc{government_of_botswana_bota_nodate, title = {{BOTA} - {Botswana} {Training} {Authority}}, url = {http://www.bota.org.bw/}, abstract = {Copyright © 2011-2018 Govpage}, language = {en}, urldate = {2018-12-07}, author = {{Government of Botswana}}, note = {UA-a6d01d07-8801-45b4-bdcc-63c0b5ff318a KerkoCite.ItemAlsoKnownAs: 2129771:2SSFBZ7L 2317526:NXR3D6F3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{noauthor_botswana_nodate, title = {Botswana {Education} {Hub}}, url = {http://www.beh.gov.bw/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WMU9A9SK}, } @article{hynes_bouncing_2020, title = {Bouncing forward: a resilience approach to dealing with {COVID}-19 and future systemic shocks}, volume = {40}, issn = {2194-5403, 2194-5411}, shorttitle = {Bouncing forward}, url = {http://link.springer.com/10.1007/s10669-020-09776-x}, doi = {10.1007/s10669-020-09776-x}, abstract = {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.}, language = {en}, number = {2}, urldate = {2020-08-12}, journal = {Environment Systems and Decisions}, author = {Hynes, William and Trump, Benjamin and Love, Patrick and Linkov, Igor}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10669-020-09776-x 2129771:2AE8KJYB}, keywords = {\_\_C:filed:1}, pages = {174--184}, } @misc{ajadi_boy_2012, title = {'{Boy}', {The} writers' block magazine}, url = {http://issuu.com/thewritersblock/docs/issuenumberseven}, language = {en}, publisher = {The Press}, author = {Ajadi, S.B.}, year = {2012}, note = {Edition: p.50 Fall Place: New York}, } @misc{mokhoali_boycott_2020, title = {Boycott e-learning until all students are brought on board - {Sascoc}}, url = {https://ewn.co.za/2020/04/20/boycott-e-learning-until-all-students-are-brought-on-board-sascoc}, abstract = {The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds.}, language = {en}, urldate = {2020-04-21}, author = {Mokhoali, Veronica}, month = apr, year = {2020}, note = {Library Catalog: ewn.co.za KerkoCite.ItemAlsoKnownAs: 2129771:V82TUXBC}, } @misc{government_of_botswana_bqa_2013, title = {{BQA} {Act} - {Botswana} {Qualifications} {Authority} {Act} {Nº} 24}, url = {http://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf}, language = {English}, urldate = {2018-12-09}, author = {{Government of Botswana}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Y8WZPDB 2317526:6ISIESAH}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_botswana_bqa_nodate, title = {{BQA} - {Botswana} {Qualification} {Authority} ({Botswana})}, url = {https://www.bqa.org.bw/}, urldate = {2018-11-28}, author = {{Government of Botswana}}, note = {UA-2392af11-38d3-4fde-b513-0a59952a05d0 KerkoCite.ItemAlsoKnownAs: 2129771:HV8Z5IGR 2317526:698XMRWR}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @inproceedings{anderson_brainwash_2013, address = {Asilomar, CA}, title = {Brainwash: a data system for feature engineering}, language = {en}, booktitle = {Proceedings of the biennial conference on innovative data systems research, 2013}, author = {Anderson, M.R. and Antenucci, D. and Bittorf, V.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BW9GI8BJ 2486141:PJIYNAS2}, keywords = {⛔ No DOI found}, } @book{noauthor_brazil_2022, series = {Other {Public} {Sector} {Study}}, title = {Brazil : {The} {SOL}-ution for {Smart} {Community} {Procurement}}, shorttitle = {Brazil}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/37687}, urldate = {2024-02-29}, publisher = {World Bank}, month = jan, year = {2022}, doi = {10.1596/37687}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/37687 4804264:47T8S2JH}, keywords = {Final\_citation}, } @article{worley_breaking_2020, title = {Breaking: {DFID} merged with {FCO}}, shorttitle = {Breaking}, url = {https://www.devex.com/news/sponsored/breaking-dfid-merged-with-fco-97489}, abstract = {Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid.}, urldate = {2020-06-17}, journal = {Devex}, author = {Worley, William}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LCCJCHG9}, } @misc{world_bank_breaking_2021, title = {Breaking old habits and adopting new ones: how to change teaching practice when change is hard}, shorttitle = {Breaking old habits and adopting new ones}, url = {https://blogs.worldbank.org/education/breaking-old-habits-and-adopting-new-ones-how-change-teaching-practice-when-change-hard}, abstract = {The types of skills an effective educator hasare: being skilled in developing safe and supportive learning environments, checking for student understanding, adjusting instruction according to needs, developing socio- and emotional competences in their learners, among others.}, language = {en}, urldate = {2021-05-28}, author = {{World Bank}}, year = {2021}, } @incollection{bali_breaking_2020, title = {Breaking {Open}: {Ethics}, {Epistemology}, {Equity}, and {Power}}, copyright = {Creative Commons Attribution ShareAlike}, isbn = {978-1-989014-22-6}, shorttitle = {Breaking {Open}}, url = {https://press.rebus.community/openatthemargins/chapter/breaking-open-ethics-epistemology-equity-and-power/}, language = {en}, urldate = {2020-08-17}, booktitle = {Open at the {Margins}}, publisher = {Rebus Community}, author = {Bali, Maha and Adam, Taskeen and Cronin, Catherine and Friedrich, Christian and Walji, Sukaina and Hendricks, Christina}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LPRUMBAD 2129771:Y3EEKT75}, keywords = {Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{reason_breaking_2023, title = {Breaking {Through} {Limitations}: {Enhanced} {Systematic} {Literature} {Reviews} {With} {Large} {Language} {Models}}, volume = {464}, shorttitle = {Breaking {Through} {Limitations}}, url = {https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0}, urldate = {2024-03-12}, journal = {Population}, author = {Reason, Tim and Langham, Julia and Gimblett, Andy and Malcolm, Bill and Klijn, Sven}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:6HH3L69H}, keywords = {⛔ No DOI found}, pages = {25--0}, } @article{reason_breaking_2023, title = {Breaking {Through} {Limitations}: {Enhanced} {Systematic} {Literature} {Reviews} {With} {Large} {Language} {Models}}, volume = {464}, shorttitle = {Breaking {Through} {Limitations}}, url = {https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0}, urldate = {2023-11-28}, journal = {Population}, author = {Reason, Tim and Langham, Julia and Gimblett, Andy and Malcolm, Bill and Klijn, Sven}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PJB6DTDA 2405685:CBPEMXNV 2486141:ELIALEJV}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, pages = {25--0}, } @misc{atanasova_bridge_2023, title = {Bridge or {Barrier} – {Does} generative {AI} contribute to more culturally inclusive higher education and research?}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/}, abstract = {Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…}, language = {"en-US"}, urldate = {2024-01-22}, journal = {Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?}, author = {Atanasova, Dimitrinka}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:758BHNAF 2405685:6SRCZ3LI 2486141:TJRDQHQD}, } @article{tabak_bridging_2012, title = {Bridging research and practice: models for dissemination and implementation research}, volume = {43}, shorttitle = {Bridging research and practice}, doi = {10.1016/j.amepre.2012.05.024}, number = {3}, journal = {American journal of preventive medicine}, author = {Tabak, Rachel G. and Khoong, Elaine C. and Chambers, David A. and Brownson, Ross C.}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.amepre.2012.05.024 2129771:NDYZHH4V 4869029:DYQ8LWAH}, pages = {337--350}, } @article{hasler_bridging_2010, title = {Bridging the {Bandwidth} {Gap}: {Open} {Educational} {Resources} and the {Digital} {Divide}}, volume = {3}, issn = {1939-1382}, shorttitle = {Bridging the {Bandwidth} {Gap}}, url = {http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide}, doi = {10.1109/tlt.2010.8}, abstract = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8}, number = {2}, journal = {IEEE Transactions on Learning Technologies}, author = {Haßler, Björn and Jackson, Alan McNeil}, year = {2010}, note = {00008 EdTechHub.Copy: 2405685:VCQFS2J9 KerkoCite.ItemAlsoKnownAs: 10.1109/tlt.2010.8 10/dxgcg5 2129771:9ZBX559Q 2129771:AL3P4CV5 2129771:WU5VWEPS 2405685:VCQFS2J9 257089:2XRARJMC}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Brazil BRA, \_C:Guatemala GTM, \_C:Mexico MEX, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sudan SDN, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, pages = {110--115}, } @article{atherton_bridging_2019, title = {Bridging the chasm - study of the realities of edtech use among trainee teachers}, volume = {11}, issn = {2054-5266}, number = {4}, journal = {Teacher Education Advancement Network Journal}, author = {Atherton, Pete}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MRVB3J27 4426965:V3B64NC7}, keywords = {Stefanie, ⛔ No DOI found}, pages = {80--95}, } @inproceedings{hasler_bridging_2007, title = {Bridging the {Digital} {Divide}: {Rethinking} {Open} {Learning} for a {Global} {Audience}}, copyright = {All rights reserved}, author = {Haßler, Björn}, year = {2007}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:PBJWEXPD}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{olswang_bridging_2015, title = {Bridging the gap between research and practice: {Implementation} science}, volume = {58}, shorttitle = {Bridging the gap between research and practice}, doi = {10.1044/2015_JSLHR-L-14-0305}, number = {6}, journal = {Journal of Speech, Language, and Hearing Research}, author = {Olswang, Lesley B. and Prelock, Patricia A.}, year = {2015}, note = {Publisher: ASHA KerkoCite.ItemAlsoKnownAs: 10.1044/2015\_JSLHR-L-14-0305 2129771:FW2KSCLN}, pages = {S1818--S1826}, } @book{secretariat_bridging_2023, title = {Bridging the {Human} {Rights} {Implementation} {Gap}: {A} {Commonwealth} {Survey}}, shorttitle = {Bridging the {Human} {Rights} {Implementation} {Gap}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1095}, abstract = {In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = feb, year = {2023}, doi = {10.14217/comsec.1095}, } @article{lyon_brief_nodate, title = {{BRIEF} {Implementation} {Science} and {Practice} in the {Education} {Sector}}, language = {en}, author = {Lyon, Aaron R}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BAABT2DP}, keywords = {⛔ No DOI found}, pages = {8}, } @article{lyon_brief_2017, title = {{BRIEF} {Implementation} {Science} and {Practice} in the {Education} {Sector}}, language = {en}, author = {Lyon, Aaron R}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BAABT2DP 2129771:QN4UWSL2 2486141:HF3IQP5I 4869029:GM9C33Q5}, keywords = {education, ⛔ No DOI found}, pages = {8}, } @article{zubairi_bright_2017, title = {Bright and {Early}: {How} financing pre-primary education gives every child a fair start in life}, shorttitle = {Bright and {Early}}, url = {http://theirworld-site-resources.s3.amazonaws.com/Reports/Theirworld-Report-Bright-and-Early-June-2017.pdf}, urldate = {2023-11-08}, journal = {University of Cambridge}, author = {Zubairi, Asma and Rose, Pauline}, year = {2017}, keywords = {⛔ No DOI found}, } @article{hynes_bring_2017, title = {Bring your own device?}, doi = {10.4324/9781315709505-11}, journal = {Debates in Computing and ICT Education}, author = {Hynes, Paul and Younie, Sarah}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.4324/9781315709505-11 10/gf62hd 2129771:FUQLVRKQ 2129771:XRN4EG85}, keywords = {\_\_C:filed:1}, pages = {143}, } @article{burde_bringing_2013, title = {Bringing {Education} to {Afghan} {Girls}: {A} {Randomized} {Controlled} {Trial} of {Village}-{Based} {Schools}.}, volume = {3}, url = {http://www.leighlinden.com/Afghanistan_Girls_Ed.pdf}, doi = {10.1257/app.5.3.27}, journal = {American Economic Journal: Applied Economics}, author = {Burde, D. and Linden, L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8PE24UVX 2129771:GAZRKYTY}, pages = {27--40}, } @book{katz_bringing_2015, address = {New York, NY}, edition = {2015th edition}, title = {Bringing {Human} {Rights} {Education} to {US} {Classrooms}: {Exemplary} {Models} from {Elementary} {Grades} to {University}}, isbn = {978-1-137-47112-3}, shorttitle = {Bringing {Human} {Rights} {Education} to {US} {Classrooms}}, abstract = {Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri}, language = {English}, publisher = {Palgrave}, author = {Katz, Susan Roberta}, month = sep, year = {2015}, } @misc{noauthor_bringing_nodate, title = {Bringing {Learning} to {Light}: {The} {Role} of {Citizen}-{Led} {Assessments} in {Shifting} the {Education} {Agenda}}, shorttitle = {Bringing {Learning} to {Light}}, url = {https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/}, abstract = {"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained}, language = {en-US}, urldate = {2020-07-01}, journal = {Results for Development}, note = {Library Catalog: r4d.org KerkoCite.ItemAlsoKnownAs: 2129771:GFYUNHZK}, } @techreport{plaut_bringing_2015, title = {Bringing {Learning} to {Light}: {The} {Role} of {Citizen}-{Led} {Assessments} in {Shifting} the {Education} {Agenda}}, shorttitle = {Bringing {Learning} to {Light}}, url = {https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/}, abstract = {"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained}, language = {en-US}, urldate = {2020-07-06}, institution = {Results for Development}, author = {Plaut, Daniel and Jamieson Eberhardt, Molly}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7XH66MAB 2405685:8N72DLST 2486141:CI7HN7EF}, } @article{kilcrease_bringing_2020, title = {Bringing {Out} the {Best} of {Leaders}, {Teachers}, and {Students} in the midst of {COVID}-19: {Lessons} {Learned} from {Russell} {County}, {Alabama}}, volume = {9}, shorttitle = {Bringing {Out} the {Best} of {Leaders}, {Teachers}, and {Students} in the midst of {COVID}-19}, url = {https://scholarworks.wmich.edu/wte/vol9/iss1/25}, number = {1}, journal = {Teaching/Writing: The Journal of Writing Teacher Education}, author = {Kilcrease, Adam}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW}, keywords = {⛔ No DOI found}, } @techreport{fabregas_broadcasting_2019, title = {Broadcasting education: {The} long-term effects of {Mexico}’s telesecundarias}, shorttitle = {Broadcasting education}, institution = {Working Paper}, author = {Fabregas, Raissa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JXAANUTX}, keywords = {Final\_citation, cited, existing}, } @inproceedings{hasler_broadening_2006, title = {Broadening access to science events by using the internet}, volume = {8}, copyright = {All rights reserved}, booktitle = {Geophysical {Research} {Abstracts}}, author = {Haßler, Björn}, year = {2006}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:Y8MH8R3M}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {09757}, } @article{wong_broadening_2020, title = {Broadening artificial intelligence education in {K}-12: where to start?}, volume = {11}, issn = {2153-2184, 2153-2192}, shorttitle = {Broadening artificial intelligence education in {K}-12}, url = {https://dl.acm.org/doi/10.1145/3381884}, doi = {10.1145/3381884}, language = {en}, number = {1}, urldate = {2024-02-24}, journal = {ACM Inroads}, author = {Wong, Gary K. W. and Ma, Xiaojuan and Dillenbourg, Pierre and Huan, John}, month = feb, year = {2020}, pages = {20--29}, } @article{carpenter_broadening_2019, title = {Broadening borders to build better schools: {Virtual} professional learning communities}, volume = {34}, issn = {0951-354X}, shorttitle = {Broadening borders to build better schools}, url = {https://doi.org/10.1108/IJEM-09-2018-0296}, doi = {10.1108/IJEM-09-2018-0296}, abstract = {Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).}, language = {English}, number = {2}, urldate = {2021-06-25}, journal = {International Journal of Educational Management}, author = {Carpenter, Daniel and Munshower, Paul}, month = jan, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2129771:JGK5NAFN 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E}, keywords = {Collaboration, Communities of Practice, Computer Mediated Communication, ERIC, Current Index to Journals in Education (CIJE), Education, Educational technology, Faculty Development, Learning, Meetings, Preferences, Professional development, Professional learning communities, Rural Schools, Rural schools, School districts, Teacher Attitudes, Teacher Collaboration, Teacher collaboration, Teachers, Teaching, Virtual professional learning communities, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095794, \_\_finaldtb}, pages = {296--314}, } @misc{government_of_uganda_btvet_2008, title = {{BTVET} {Act} - {Business}, {Technical}, {Vocational} {Education} {Act} and {Training} {Act}}, url = {http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf}, urldate = {2018-12-20}, author = {{Government of Uganda}}, year = {2008}, note = {UA-3bb9182e-8e45-4a62-accc-6e180fb22c9f KerkoCite.ItemAlsoKnownAs: 2129771:3TVXXDG8 2317526:EL3XYKS7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @book{great_britain_build_2021, title = {Build {Back} {Better}: our plan for growth}, isbn = {978-1-5286-2415-2}, shorttitle = {Build {Back} {Better}}, language = {English}, author = {{Great Britain} and {Treasury}}, year = {2021}, note = {OCLC: 1246508765}, } @misc{noauthor_build_nodate, title = {Build {Back} {Better}: {The} {UK} {Coronavirus} {Recovery} {Campaign}}, shorttitle = {Build {Back} {Better}}, url = {https://www.buildbackbetteruk.org/}, abstract = {The campaign for a coronavirus recovery plan that builds back better for the UK. It's time for a new deal. Get involved today}, urldate = {2022-04-17}, } @article{siko_building_2016, title = {Building a {Better} {Mousetrap}: {How} {Design}-{Based} {Research} was {Used} to {Improve} {Homemade} {PowerPoint} {Games}}, volume = {60}, shorttitle = {Building a {Better} {Mousetrap}}, doi = {10.1007/s11528-016-0092-x}, abstract = {This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students created these low-tech games, despite the fact that the game project was grounded in sound pedagogical strategies. After each iteration changes were made to better reflect the recommendations from the literature, and at the end of the study, students creating games were performing statistically higher on tests than their counterparts who did not create games. Limitations of the study are discussed, as well as ideas for future research in the area of student-generated games as an instructional approach. Retrieved from http://rdcu.be/ne9S}, journal = {TechTrends}, author = {Siko, Jason and Barbour, Michael}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0092-x 2129771:NZMEAM3P 4426965:N4CI79XH}, } @book{schleicher_building_2011, address = {Paris}, series = {International {Summit} on the {Teaching} {Profession}}, title = {Building a high-quality teaching profession: lessons from around the world}, isbn = {978-92-64-09843-5}, shorttitle = {Building a high-quality teaching profession}, url = {http://www.oecd-ilibrary.org/content/book/9789264113046-en}, abstract = {This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.}, language = {en}, urldate = {2015-03-10}, publisher = {Organisation for Economic Co-operation and Development}, author = {Schleicher, Andreas}, month = nov, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2129771:F7RQQF5A 2405685:KHTXBDEZ 2534378:I7ZW5U83 261495:82GKVA9F}, } @techreport{nambatya_building_2022, title = {Building a {More} {Sustainable} {Future} in {Uganda}: {One} {Brick} at a {Time}}, language = {en}, author = {Nambatya, Margret Mauricia}, month = aug, year = {2022}, keywords = {⛔ No DOI found}, } @article{penuel_building_nodate, title = {Building a {System} of {Assessment} in a {School} {System} to {Promote} {Equity} and {Epistemic} {Justice}}, abstract = {Efforts to imagine new possibilities for principled ways to align assessment with sociocognitive foundations of learning in social interaction and with instruction are limited by the absence of credible use cases that show how such systems can be developed and maintained within complex educational systems such as large urban school districts. Such a use case can be found within evolving joint work of a researchpractice partnership between a university and a large urban school district. The system we are building together focuses on the goals of informing and supporting the redistribution of educational opportunities in science classrooms (equity) and on supporting and repairing students’ perceptions of themselves as having agency as a knower and reasoner in their science classrooms and the community (epistemic justice). In this chapter, we describe different components and practices that work together to accomplish these aims: a curriculum with embedded assessments that allows students to figure out rather than be told core ideas; regularly administered exit tickets that elicit students’ experience of the classroom; and an instructional guidance system that is focused on iterative refinement of teacher learning opportunities to support student agency. We present evidence of teacher perceptions and uptake of these components and practices, to develop an account of what this particular case can and cannot tell us about the possibilities for designing assessment systems in a district that are thoroughly grounded in contemporary theories of teaching and learning.}, language = {en}, author = {Penuel, Bill}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E3KRYWFD}, keywords = {⛔ No DOI found}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, shorttitle = {Building an online community}, doi = {10.17718/tojde.382663}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 4804264:B5XIABT4}, keywords = {Final\_citation, cited, existing}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, pages = {46--61}, } @incollection{vargas-baron_building_2014, address = {New York}, title = {Building and {Strengthening} {National} {Systems} for {Early} {Childhood} {Development}}, booktitle = {Handbook of early childhood development research and its impact on global policy}, publisher = {Oxford University Press}, author = {Vargas-Barón, Emily}, year = {2014}, pages = {443--466}, } @book{trucano_building_2017, address = {Washington, DC}, title = {Building and {Sustaining} {National} {Educational} {Technology} {Agencies} : {Lessons}, {Models} and {Case} {Studies} from {Around} the {World}}, copyright = {CC BY 3.0 IGO}, url = {https://openknowledge.worldbank.org/handle/10986/26507}, abstract = {National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.}, urldate = {2019-02-14}, publisher = {World Bank Education}, editor = {Trucano, Michael and Dykes, Gavin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z7S8UJIY}, } @techreport{trucano_building_2016, address = {Washington, DC}, type = {Technology \& {Innovation}: {SABER}-{ICT} {Technical} {Paper} {Series}}, title = {Building and {Sustaining} {National} {ICT} {Education} {Agencies} : {Lessons} from {International} {Experiences}}, copyright = {CC BY 3.0 IGO}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y}, abstract = {National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.}, number = {2}, urldate = {2019-02-14}, institution = {World Bank Education}, author = {Trucano, Michael and Dykes, Gavin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DF372KBZ}, } @article{angrist_building_2021, title = {Building back better to avert a learning catastrophe: {Estimating} learning loss from {COVID}-19 school shutdowns in {Africa} and facilitating short-term and long-term learning recovery}, volume = {84}, issn = {0738-0593}, shorttitle = {Building back better to avert a learning catastrophe}, url = {https://www.sciencedirect.com/science/article/pii/S073805932100050X}, doi = {10.1016/j.ijedudev.2021.102397}, abstract = {We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.}, language = {en}, urldate = {2021-05-10}, journal = {International Journal of Educational Development}, author = {Angrist, Noam and de Barros, Andreas and Bhula, Radhika and Chakera, Shiraz and Cummiskey, Chris and DeStefano, Joseph and Floretta, John and Kaffenberger, Michelle and Piper, Benjamin and Stern, Jonathan}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2XDI3FGY 2129771:STJ6QKNQ 2129771:WVS47RMH}, keywords = {COVID-19, Education, Foundational skills, Learning loss, Recovery}, pages = {102397}, } @article{perry_building_2018, title = {Building capacity for professional development: the development of teachers as facilitators in {Ghana}}, volume = {0}, issn = {1941-5257}, shorttitle = {Building capacity for professional development}, url = {https://doi.org/10.1080/19415257.2018.1474489}, doi = {10.1080/19415257.2018.1474489}, abstract = {In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.}, number = {0}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Perry, Emily and Bevins, Stuart}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1474489 10/gf62g8 2129771:ZSW9GMBF}, keywords = {CPD, Ghana, Professional development, \_C:Benin BEN, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, capacity building, facilitation, professional learning, science education}, pages = {1--15}, } @phdthesis{ahmed_building_2011, type = {{PhD} {Thesis}}, title = {Building capacity of teachers and trainers in technical and vocational education and training ({TVET}) in {Sudan} ({Case} of {Khartoum} {State} {University}).}, url = {http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf}, abstract = {The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers}, language = {en}, urldate = {2019-05-29}, school = {Technische Universität Dresden}, author = {Ahmed, Hashim}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sudan, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:social, P:teachers, Q:educational technology, T:TVET, T:trainee, publicImportV1}, } @article{imagine_worldwide_building_2022, title = {Building {Educational} {Foundations} through {Innovation} \& {Technology} ({BEFIT}) {Malawi} {Scale}-{Up} {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-11-16-22.pdf}, language = {en}, author = {Imagine WorldWide, Hon Agnes}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:HYWUSGYP}, keywords = {Final\_citation, cited, existing}, } @techreport{kimenyi_building_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {15}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.3884302}, note = {EdTechHub.Source: 2405685:6W2UWE89 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 2129771:2MD2QL8K 2405685:6W2UWE89 2339240:7QEJ68RG}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bhutan BTN, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Malawi MWI, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Uganda UGA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{abas_building_2014, title = {Building mental health workforce capacity through training and retention of psychiatrists in {Zimbabwe}}, doi = {10.3109/09540261.2014.924487}, abstract = {Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.}, language = {en}, journal = {International Review of Psychiatry}, author = {Abas, Melanie A. and Nhiwatiwa, Sekai M. and Mangezi, Walter and Jack, Helen and Piette, Angharad and Cowan, Frances M. and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon and Barley, Elizabeth and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:assessment, F:learning, F:outcomes, F:salary, P:health, P:measurement, P:media, P:services, R:interview, R:qualitative, T:Lehrlingsausbildung, T:Training, T:trainee, \_C:Canada CAN, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Nicaragua NIC, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @techreport{belafi_building_2020, title = {Building on {Solid} {Foundations}: {Prioritizing} {Universal}, {Early}, {Conceptual} and {Procedural} {Mastery} of {Foundational} {Skills}}, shorttitle = {Building on {Solid} {Foundations}}, url = {https://riseprogramme.org/publications/building-solid-foundations-prioritising-universal-early-conceptual-and-procedural}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Belafi, Carmen and Hwa, Yue-Yi and Kaffenberger, MIchelle}, month = aug, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/021}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/021 2129771:YPURBMKV}, } @techreport{mclaughlin_building_2009, address = {New York, NY}, title = {Building {Quality} in {Summer} {Learning} {Programs}: {Approaches} and {Recommendations}}, url = {https://www.wallacefoundation.org/knowledge-center/Documents/Building-Quality-in-Summer-Learning-Programs.pdf}, language = {en}, institution = {The Wallace Foundation}, author = {McLaughlin, Brenda and Pitcock, Sarah}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9C5ZZLKA 2129771:B89QU2M8 2486141:G3P4K2CQ}, keywords = {⛔ No DOI found}, pages = {39}, } @misc{anderson_building_2019, title = {Building resilience in education to the impact of climate change}, url = {https://www.brookings.edu/blog/education-plus-development/2019/09/17/building-resilience-in-education-to-the-impact-of-climate-change/}, abstract = {The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters.}, language = {en-US}, urldate = {2020-09-08}, journal = {Brookings}, author = {Anderson, Allison}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8VIC977C 2339240:5WN379PT}, } @misc{noauthor_building_nodate, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, shorttitle = {Building {State} {Capability}}, url = {https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action}, abstract = {"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.}, language = {en}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V9ATDL8H}, } @book{andrews_building_2017, edition = {1}, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, copyright = {Creative Commons Attribution –Non Commercial –No Derivatives 4.0 International licence (CC BY-NC-ND 4.0)}, isbn = {978-0-19-874748-2 978-0-19-880718-6}, shorttitle = {Building state capability}, url = {http://dx.doi.org/10.1093/acprof:oso/9780198747482.001.0001}, abstract = {Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps.}, language = {English}, urldate = {2019-05-22}, publisher = {Oxford University Press}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2017}, note = {OCLC: 973570652 KerkoCite.ItemAlsoKnownAs: 2129771:E3ZS94X8 2129771:IR6XVT4I 2292090:ZB6XGIKX 4869029:UEMMWQJT}, } @misc{noauthor_building_nodate, title = {Building {State} {Capability} - {The} {DDD} {Manifesto}}, url = {https://buildingstatecapability.com/the-ddd-manifesto/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCXW5RN8 2317526:DIDPY8FS}, } @misc{bmbf_bundesministerium_nodate, title = {Bundesministerium für {Bildung} und {Forschung} - {BMBF}}, url = {https://www.bmbf.de/index.html}, abstract = {Das ist die Startseite des Webauftritts des Bundesministeriums für Bildung und Forschung (BMBF).}, language = {de}, urldate = {2020-05-27}, journal = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, note = {Library Catalog: www.bmbf.de KerkoCite.ItemAlsoKnownAs: 2129771:4PKUP7M3 2317526:9FGCJ8G5}, } @misc{noauthor_bundesministerium_nodate, title = {Bundesministerium für {Gesundheit} ({BMG})}, url = {https://www.bundesgesundheitsministerium.de/index.html}, abstract = {Offizielle Internetseite des Bundesgesundheitsministeriums (BMG). Hier finden Sie aktuelle Informationen zu Gesundheitsthemen und Gesundheitspolitik.}, language = {de}, urldate = {2022-05-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:96Z9QDAY 2486141:8LTGIT2E}, } @misc{noauthor_bundesministerium_nodate, title = {Bundesministerium für wirtschaftliche {Zusammenarbeit} und {Entwicklung}}, url = {https://www.bmz.de/de}, abstract = {Das BMZ ist zuständig für die Planung und Umsetzung der deutschen Entwicklungspolitik.}, language = {de}, urldate = {2022-05-06}, journal = {Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UCUV7Y5Q 2486141:LGR44U6E}, } @misc{noauthor_burkina_2021, title = {Burkina {Faso}: {Why} some {West} {African} architects are choosing mud over concrete ({National} {Geographic})}, shorttitle = {Burkina {Faso}}, url = {https://wire.farmradio.fm/farmer-stories/burkina-faso-why-some-west-african-architects-are-choosing-mud-over-concrete-national-geographic/}, abstract = {A group of architects in West Africa are pushing to use mud over concrete to build houses.  In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using …}, language = {en-CA}, urldate = {2022-06-02}, journal = {Barza Wire}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I2X77XHN}, } @misc{noauthor_bvi_nodate, title = {{BVI} {Digest} 2014.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8D3UKV4D}, } @misc{wallace_bwallaceabstrackr-web_2023, title = {bwallace/abstrackr-web}, url = {https://github.com/bwallace/abstrackr-web}, abstract = {web-based citation screening tool}, urldate = {2024-01-20}, author = {wallace, byron}, month = oct, year = {2023}, note = {original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2129771:QMER44B4 2405685:E5ERD9TQ 2486141:AQSINRND}, } @misc{destefano_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19:  {Closed} {Schools}, {Lost} learning, {Unequal} {Impact} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19%C2%A0-closed-schools-lost-learning-unequal-impact}, urldate = {2020-08-13}, author = {DeStefano, Joe}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WU6E37IT}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate}, urldate = {2020-08-12}, author = {Cummiskey, Chris}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KPDYWPMJ 2405685:AR62GQMZ}, keywords = {\_COVID\_DEAA-List}, } @misc{peoples_coalition_call_2020, title = {Call for solidarity with students}, url = {https://c19peoplescoalition.org.za/student-solidarity/}, abstract = {Click here to add your voice Educators, students, administrators, parents, student organisations, unions and concerned members of the public. Help us ensure that no one is excluded or left behind due to universities and other institutions’ push toward online and remote learning. The COVID-19 crisis places all in grave jeopardy. Yet, institutions of higher learning […]}, language = {en-US}, urldate = {2020-04-21}, journal = {C19 People's Coalition}, author = {People's Coalition}, month = apr, year = {2020}, note = {Library Catalog: c19peoplescoalition.org.za KerkoCite.ItemAlsoKnownAs: 2129771:HKQKZFV9}, } @techreport{aker_call_2015, title = {Call {Me} {Educated}: {Evidence} from a {Mobile} {Monitoring} {Experiment} in {Niger}}, shorttitle = {Call {Me} {Educated}}, url = {https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf}, abstract = {In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.}, language = {en}, author = {Aker, Jenny C and Ksoll, Christopher}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:54U22PIA 2129771:KP5GLJV8 2339240:LJKCLSXB 2405685:BINXNTZ6}, keywords = {C:Niger}, } @misc{noauthor_calliope_nodate, title = {{CALLIOPE} {\textbar} {Home}}, url = {https://calliope.cc/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CGY33RGB 2317526:Q3PY3NSP}, } @book{piper_cambodia_2017, address = {Research Triangle Park, NC}, title = {Cambodia teacher professional development policy options brief. {Prepared} for the {United} {States} {Agency} for {International} {Development} ({USAID})/{Cambodia} under {All} {Children} {Reading} – {Asia} ({ACR}–{Asia}), {All} {Children} {Reading} – {Cambodia}, {Contract} {No}}, volume = {16}, url = {http://pdf.usaid.gov/pdf_docs/PA00N2RT.pdf.}, publisher = {RTI International}, author = {Piper, B. and Spratt, J.}, month = sep, year = {2017}, note = {Issue: 17 Pages: 00017}, } @techreport{chea_cambodian_2022, title = {Cambodian {Secondary} {School} {Teachers}' {Readiness} for {Online} {Teaching} {During} the {Covid}-19 {Pandemic}}, abstract = {This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.}, author = {Chea, Phal and Chankoulika, Bo and Minami, Ryuto}, month = may, year = {2022}, } @book{laycock_cambridge_2020, edition = {New edition}, title = {Cambridge {Lower} {Secondary} {Global} {Perspectives} {Stage} 9 {Learner}'s {Skills} {Book}}, isbn = {978-1-108-79056-7}, abstract = {This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world.}, language = {English}, publisher = {Cambridge University Press}, author = {Laycock, Keely}, month = sep, year = {2020}, } @book{moland_can_2019, address = {New York, NY}, edition = {Illustrated edition}, title = {Can {Big} {Bird} {Fight} {Terrorism}?: {Children}'s {Television} and {Globalized} {Multicultural} {Education}}, isbn = {978-0-19-090395-4}, shorttitle = {Can {Big} {Bird} {Fight} {Terrorism}?}, abstract = {Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts.}, language = {English}, publisher = {Oxford University Press}, author = {Moland, Naomi A.}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:IJJVUC7C}, keywords = {Final\_citation, cited, existing}, } @article{hurwitz_can_2020, title = {Can children benefit from early internet exposure? {Short}- and long-term links between internet use, digital skill, and academic performance}, volume = {146}, issn = {0360-1315}, shorttitle = {Can children benefit from early internet exposure?}, url = {https://www.sciencedirect.com/science/article/pii/S0360131519303033}, doi = {10.1016/j.compedu.2019.103750}, abstract = {Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps {\textless} .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill.}, language = {en}, urldate = {2023-07-19}, journal = {Computers \& Education}, author = {Hurwitz, Lisa B. and Schmitt, Kelly L.}, month = mar, year = {2020}, keywords = {21st century abilities, Early years education, Elementary education}, pages = {103750}, } @incollection{sharma_can_2014, address = {Minneapolis MN}, title = {Can computers increase human capital in developing countries? {An} evaluation of {Nepal}’s one laptop per child program.}, booktitle = {Annual {Meeting} of the {Agricultural} and {Applied} {Economics} {Association}}, author = {Sharma, Uttam}, month = jul, year = {2014}, } @article{johri_can_2012, title = {Can cost-effectiveness analysis integrate concerns for equity? {Systematic} review}, volume = {28}, issn = {1471-6348, 0266-4623}, shorttitle = {Can cost-effectiveness analysis integrate concerns for equity?}, url = {https://www.cambridge.org/core/journals/international-journal-of-technology-assessment-in-health-care/article/can-costeffectiveness-analysis-integrate-concerns-for-equity-systematic-review/7C95E5E13C0480B3A79619A23895E09F}, doi = {10.1017/S0266462312000050}, abstract = {Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.}, language = {en}, number = {2}, urldate = {2022-12-06}, journal = {International Journal of Technology Assessment in Health Care}, author = {Johri, Mira and Norheim, Ole Frithjof}, month = apr, year = {2012}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0266462312000050 2129771:Q8R99L4I 4869029:GPR85WG6 4869029:VRBI9SA5}, keywords = {Cost-benefit analysis, Health care, Quality-adjusted life-years, Resource allocation, equity, health priorities, rationing}, pages = {125--132}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, doi = {10.1080/1359866x.2018.1542662}, language = {English}, number = {2}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1359866x.2018.1542662 4804264:SMY97FMW}, keywords = {Final\_citation, cited, existing}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, url = {https://doi.org/10.1080/1359866X.2018.1542662}, doi = {10.1080/1359866x.2018.1542662}, abstract = {Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.}, language = {English}, number = {2}, urldate = {2021-04-01}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2405685:9BBCI3GD 2405685:9EFWDEUR 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY}, keywords = {Content analysis, Education--Teaching Methods And Curriculum, English teachers, Facebook Groups, Kenya, Professional development, Social networks, Teacher education, Teachers, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425933, \_\_finaldtb, professional development}, pages = {132--146}, } @article{kadzamira_can_2003, title = {Can free primary education meet the needs of the poor?: evidence from {Malawi}}, volume = {23}, shorttitle = {Can free primary education meet the needs of the poor?}, doi = {10.1016/S0738-0593(03)00026-9}, number = {5}, journal = {International journal of educational development}, author = {Kadzamira, Esme and Rose, Pauline}, year = {2003}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2129771:M2EHYB38 4752638:8TDII7DK 4752638:D93KEYV7 4752638:DMWN8TZW 4752638:EHU53VGE 4752638:IVIEUYBN 4752638:JCDDJ3J2 4752638:MM2RDPIM 4752638:R6CUTJLH 4752638:YN4B8AXC 4752638:ZX5CFRQ9}, keywords = {\_C:Malawi MWI}, pages = {501--516}, } @article{sabates_can_2021, title = {Can maternal education sustain or enhance the benefits of early life interventions? {Evidence} from the {Young} {Lives} {Longitudinal} {Study}}, volume = {51}, issn = {0305-7925}, shorttitle = {Can maternal education sustain or enhance the benefits of early life interventions?}, url = {https://doi.org/10.1080/03057925.2019.1653171}, doi = {10.1080/03057925.2019.1653171}, abstract = {This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.}, number = {5}, urldate = {2023-01-07}, journal = {Compare: A Journal of Comparative and International Education}, author = {Sabates, Ricardo and Di Cesare, Mariachiara}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2019.1653171 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2019.1653171 2129771:WSICB8HM}, keywords = {Maternal education, Young Lives, antenatal care, child nutrition, quantitative methods}, pages = {651--669}, } @article{aker_can_2012, title = {Can {Mobile} {Phones} {Improve} {Learning}? {Evidence} from a {Field} {Experiment} in {Niger}.}, volume = {4}, url = {https://sites.tufts.edu/jennyaker/files/2010/02/ABC_apr20122.pdf}, doi = {10.1257/app.4.4.94}, journal = {American Economic Journal: Applied Economics}, author = {Aker, Jenny C. and Ksoll, Christopher and Lybbert, Travis J.}, year = {2012}, pages = {94--120}, } @article{moon_can_2017, title = {Can new modes of digital learning help resolve the teacher crisis in sub-{Saharan} {Africa}?}, volume = {4}, issn = {2311-1550}, url = {http://jl4d.org/index.php/ejl4d/article/view/194}, abstract = {Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.}, language = {English}, number = {1}, journal = {Journal of Learning for Development}, author = {Moon, Bob and Villet, Charmaine}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W}, keywords = {Africa, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Educational Change, Educational Policy, Electronic Learning, Faculty Development, Foreign Countries, Higher Education, Inservice Teacher Education, Online Courses, Postsecondary Education, Preservice Teacher Education, Resource Units, Teacher Shortage, ⛔ No DOI found}, pages = {23--35}, } @article{blitz_can_2013, title = {Can online learning communities achieve the goals of traditional professional learning communities? {What} the literature says}, language = {en}, author = {Blitz, Cynthia L}, year = {2013}, keywords = {⛔ No DOI found}, pages = {37}, } @article{beach_can_2012, title = {Can online learning communities foster professional development?}, volume = {89}, number = {4}, journal = {Language Arts}, author = {Beach, Richard}, year = {2012}, note = {ISBN: 0360-9170 Publisher: National Council of Teachers of English}, keywords = {⛔ No DOI found}, pages = {256}, } @article{kim_can_1999, title = {Can private school subsidies increase enrollment for the poor? {The} {Quetta} {Urban} {Fellowship} {Program}}, volume = {13}, doi = {10.1093/wber/13.3.443}, journal = {The World Bank Economic Review}, author = {Kim, Jooseop and Alderman, Harold and Orazem, Peter F.}, year = {1999}, pages = {443--65}, } @article{kraft_can_2014, title = {Can professional environments in schools promote teacher development? {Explaining} heterogeneity in returns to teaching experience}, volume = {36}, doi = {10.3102/0162373713519496}, number = {4}, journal = {Educational Evaluation and Policy Analysis}, author = {Kraft, M.A. and Papay, J.P.}, year = {2014}, note = {Place: Charlottesville, VA Publisher: University of Virginia}, pages = {"476--500." \# "297}, } @techreport{cilliers_can_2019, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence}, abstract = {In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a difference-in-differences estimator that exploits the differential pressure exerted on schools at the top and bottom of their respective district rankings. We find that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school.}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, month = feb, year = {2019}, doi = {10.35489/BSG-RISE-WP_2019/027}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2019/027 2129771:HH3I2TUN}, } @article{brown_cant_2020, title = {Can’t {Wait} to {Learn}: {A} quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in {Sudan}}, issn = {1943-9342, 1943-9407}, shorttitle = {Can’t {Wait} to {Learn}}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2020.1829000}, doi = {10.1080/19439342.2020.1829000}, abstract = {Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ­ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade­ quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation.}, language = {en}, urldate = {2022-04-25}, journal = {Journal of Development Effectiveness}, author = {Brown, Felicity L and Farag, Alawia I and Hussein Abd Alla, Faiza and Radford, Kate and Miller, Laura and Neijenhuijs, Koen and Stubbé, Hester and de Hoop, Thomas and Abdullatif Abbadi, Ahmed and Turner, Jasmine S. and Jetten, Andrea and Jordans, Mark J.D.}, month = nov, year = {2020}, pages = {1--22}, } @article{bonneton-botte_can_2020, title = {Can tablet apps support the learning of handwriting? {An} investigation of learning outcomes in kindergarten classroom}, volume = {151}, shorttitle = {Can tablet apps support the learning of handwriting?}, doi = {10.1016/j.compedu.2020.103831}, journal = {Computers \& Education}, author = {Bonneton-Botté, Nathalie and Fleury, Sylvain and Girard, Nathalie and Le Magadou, Maëlys and Cherbonnier, Anthony and Renault, Mickaël and Anquetil, Eric and Jamet, Eric}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103831 2129771:QS64JRJK}, keywords = {\_\_C:filed:1}, pages = {103831}, } @misc{noauthor_can_nodate, title = {Can technology help mitigate the impact of {COVID}-19 on education systems in {Europe} and {Central} {Asia}?}, url = {https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and}, abstract = {With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.}, language = {en}, urldate = {2020-08-21}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D6S5SGPT}, } @techreport{patrinos_can_2020, title = {Can technology help mitigate the impact of {COVID}-19 on education systems in {Europe} and {Central} {Asia}?}, url = {https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and}, abstract = {With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.}, language = {en}, urldate = {2020-08-21}, institution = {World Bank}, author = {Patrinos, Harry and Shmis, Tigran}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B9649GK7}, } @article{wanyeki_can_2018, title = {Can the {Kenyan} {Jua} {Kali} {Mechanic} be {Trusted} in {Servicing} the {New} {Technology} {Rich} {Vehicles}? {\textbar} {African} {Journal} of {Education},{Science} and {Technology}}, volume = {3}, shorttitle = {Can the {Kenyan} {Jua} {Kali} {Mechanic} be {Trusted} in {Servicing} the {New} {Technology} {Rich} {Vehicles}?}, url = {http://ajest.info/index.php/ajest/article/view/83}, abstract = {Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.}, language = {en-US}, number = {4}, urldate = {2020-02-02}, journal = {African Journal of Education,Science and Technology}, author = {Wanyeki, Paul and Kitainge, Kisilu and Ferej, A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NIWHC8V5 2317526:LML9UX8P}, keywords = {⛔ No DOI found}, } @article{kanwar_can_2013, title = {Can the {Ugly} {Duckling} of {ODL} be {Transformed} into a {Swan}? {The} {MOOC} {Effect}}, shorttitle = {Can the {Ugly} {Duckling} of {ODL} be {Transformed} into a {Swan}?}, url = {http://oasis.col.org/handle/11599/1165}, abstract = {Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?}, language = {en}, urldate = {2020-02-16}, author = {Kanwar, Asha}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EXDNGKEC}, keywords = {⛔ No DOI found}, } @article{xie_can_2018, title = {Can {Touchscreen} {Devices} be {Used} to {Facilitate} {Young} {Children}’s {Learning}? {A} {Meta}-{Analysis} of {Touchscreen} {Learning} {Effect}}, volume = {9}, shorttitle = {Can {Touchscreen} {Devices} be {Used} to {Facilitate} {Young} {Children}’s {Learning}?}, doi = {10.3389/fpsyg.2018.02580}, journal = {Frontiers in psychology}, author = {Xie, Heping and Zhou, Zongkui and Peng, Ji and Qin, Mengyuan and Huang, Xuzhe and Tian, Fei}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.02580 10/gf62gn 2129771:S8FSYFJ5}, keywords = {\_\_C:filed:1}, pages = {2580}, } @unpublished{cilliers_can_2020, title = {Can virtual replace in-person coaching? {Experimental} evidence on teacher professional development and student learning}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleischz, B and Kotzex, J and Mohohlwanex, N and Taylor, S and Thulare, T}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PZ94P8BE 2405685:QGPR3S5E 2534378:SLV36H9G}, keywords = {Important, Read, ⛔ No DOI found}, } @article{cilliers_can_2021, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, doi = {10.35489/BSG-RISE-WP_2020/050}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleisch, B and Kotze, J and Mohohlwane, N and Taylor, S and Thulare, T}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/050 2129771:92QV2788 2129771:HJFGEEK2 2339240:S43VPLWI 2405685:BYWDN798 2405685:ZT5C342T 2534378:SLV36H9G}, } @unpublished{cilliers_can_2020, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, shorttitle = {Can {Virtual} {Replace} {In}-person {Coaching}?}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, urldate = {2022-12-20}, author = {Cilliers, J. and Fleischz, B. and Kotze, J. and Mohohlwanex, N. and Taylor, S. and Thulare, T.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:I5FWX4XN}, keywords = {Final\_citation, cited, existing}, } @misc{hasler_can_2017, title = {Can {We} {Afford} {Free} {Textbooks}}, copyright = {Attribution-Noncommercial-Share Alike 4.0 International}, url = {http://bjohas.de/Blog/20150525_Equitable_access_to_education}, author = {Haßler, Björn}, month = mar, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:AHTZIUIA}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{castelvecchi_can_2016, title = {Can we open the black box of {AI}?}, volume = {538}, language = {en}, number = {7623}, journal = {Nature}, author = {Castelvecchi, D.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:99WBLMJR 2486141:DE98LHJY}, keywords = {❓ Multiple DOI}, pages = {20--23}, } @article{martin-martin_can_2017, title = {Can we use {Google} {Scholar} to identify highly-cited documents?}, volume = {11}, doi = {10.1016/j.joi.2016.11.008}, number = {1}, journal = {Journal of informetrics}, author = {Martín-Martín, Alberto and Orduña-Malea, Enrique and Harzing, Anne-Wil and López-Cózar, Emilio Delgado}, year = {2017}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2016.11.008 2129771:BSRFIE6U}, pages = {152--163}, } @article{eze_capacity_2012, title = {Capacity {Building} {For} {Entrepreneurship} {Education}: {The} {Challenge} {For} {The} {Developing} {Nations}}, volume = {5}, copyright = {Copyright (c)}, issn = {1942-2512}, shorttitle = {Capacity {Building} {For} {Entrepreneurship} {Education}}, url = {https://clutejournals.com/index.php/AJBE/article/view/7117}, doi = {10.19030/ajbe.v5i4.7117}, language = {en}, number = {4}, urldate = {2020-05-27}, journal = {American Journal of Business Education (AJBE)}, author = {Eze, John F. and Nwali, Anthony C.}, month = jul, year = {2012}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, Capacity Building, D:developing country, D:developing nation, D:developing world, Economic Development, Entrepreneurship, Entrepreneurship Education, F:curriculum, F:inclusion, F:learning, F:policy, P:economy, P:service industry, P:social, Q:certificate, Q:degree, Q:diploma, Q:higher education, T:Ausbildung, T:entrepreneurship education, Z:Business education, Z:Business schools, Z:Curriculum development, Z:Developing countries--LDCs, Z:Economic development, Z:Entrepreneurship, Z:Higher education, Z:Studies, publicImportV1}, pages = {401--408}, } @misc{holla_capturing_2019, title = {Capturing cost data: a first-mile problem}, shorttitle = {Capturing cost data}, url = {https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem}, abstract = {Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...}, language = {en}, urldate = {2022-12-06}, author = {Holla, Alaka}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W62NZWFU 4869029:8DBBVJTK}, } @misc{bali_care_2020, title = {Care {Is} {Not} a {Fad}: {Care} {Beyond} {COVID}-19}, shorttitle = {Care {Is} {Not} a {Fad}}, url = {https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/}, abstract = {I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…}, language = {en}, urldate = {2020-09-10}, journal = {Reflecting Allowed}, author = {Bali, Maha}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L6DANBK3 2486141:2BKTFAA6}, } @techreport{yangben_career_2014, title = {Career challenges in construction craft training in technical vocational education and training in {Ghana}}, url = {http://udsspace.uds.edu.gh/handle/123456789/340}, abstract = {The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3\% of the respondents refuted the assertion and only 15.7\% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.}, language = {en}, author = {Yangben, PN and Seniwoliba, JA}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3G4FCKWH 2317526:6SPWM8TL UTI-BB8248E6-3B00-36D8-B42C-02FDB191916A}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:construction, P:crafts, P:nature, Q:masters, T:Educação profissionalizante, T:TVET, T:Training, T:career, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @techreport{hasler_caribbean_2021, type = {{LRIP} - {Component} 1. {Leadership} for {Learning}}, title = {Caribbean {Learning} {Recovery} {Programme} - {Leadership} for {Learning}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {https://docs.opendeved.net/lib/Q3KUVTUV}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N54P836G 2129771:Q3KUVTUV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:o1a, \_zenodo:submitted, \_zenodoETH:submitted}, } @misc{submarine_cable_map_caribbean_2020, title = {Caribbean {Regional} {Communications} {Infrastructure} {Program} ({CARCIP})}, url = {https://www.submarinecablemap.com/#/submarine-cable/caribbean-regional-communications-infrastructure-program-carcip}, urldate = {2020-12-21}, journal = {Submarine Cable Map}, author = {{Submarine Cable Map}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LCULPLMK 2486141:HG7YTXV5}, } @misc{noauthor_caricom_nodate, title = {Caricom report v2 final.pdf}, } @article{namazzi_caring_2020, title = {Caring for children with neurodevelopmental disability: {Experiences} from caretakers and health workers in rural eastern {Uganda}}, volume = {15}, shorttitle = {Caring for children with neurodevelopmental disability}, doi = {10.1371/journal.pone.0236488}, number = {7}, journal = {Plos one}, author = {Namazzi, Gertrude and Hanson, Claudia and Nalwadda, Christine and Tetui, Moses and Nampijja, Margaret and Waiswa, Peter and Tumwine, James K. and Hildenwall, Helena}, year = {2020}, note = {Publisher: Public Library of Science San Francisco, CA USA}, pages = {e0236488}, } @article{hayes_cascade_2000, title = {Cascade training and teachers' professional development}, volume = {54}, url = {http://eltj.oxfordjournals.org/content/54/2/135.short}, doi = {10.1093/elt/54.2.135}, number = {2}, urldate = {2016-01-26}, journal = {ELT journal}, author = {Hayes, David}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/54.2.135 10/fwhj57 2129771:MN25SPQG 261495:4WJZGR6V}, pages = {135--145}, } @incollection{atkinson_case_2003, series = {{LTSN} {MathsTeam}}, title = {Case studies in {Diagnostic} {Testing} for {Maths}}, copyright = {All rights reserved}, abstract = {"Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2.}, number = {Vol 3, No 2.}, booktitle = {Diagnostic {Testing} for {Maths}}, author = {Atkinson, R. and Barry, M. and Haßler, Björn and Quinney, D.}, collaborator = {LTSN MathsTeam}, year = {2003}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:EXDYIMFR}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @incollection{kelemba_case_2010, title = {Case study for integrating education for sustainable development in model youth polytechnics in {Kenya}}, url = {https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf}, urldate = {2020-02-02}, author = {Kelemba, Joy Kasandi}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:36AESCB2 2317526:V923L3JH}, } @article{baird_cash_2011, title = {Cash or condition? {Evidence} from a cash transfer experiment}, volume = {126}, doi = {10.1093/qje/qjr032}, journal = {The Quarterly Journal of Economics}, author = {Baird, Sarah and McIntosh, Craig and Özler, Berk}, year = {2011}, pages = {1709--53}, } @book{eyal_cash_2014, title = {Cash transfers and teen education: evidence from {South} {Africa}}, publisher = {Report, unpublished}, author = {Eyal, Katherine and Woolard, Ingrid and Burns, Justine}, year = {2014}, } @inproceedings{tudunwada_cassava_2005, title = {Cassava {Development} at the {Local} {Government} {Level}: “{Implementation} {Strategies}}, language = {en}, booktitle = {Joint {Consultative} {Conference} on the {Implementation} of {Federal} {Government} {Programs} on {Cassava} {Development} at the {Local} {Government} {Level}. {Organized} by {National} {Council} for {Local} {Government} {Departments} of {Agriculture} and the {Nigerian} –{British}}, author = {Tudunwada, I.Y.}, year = {2005}, keywords = {⛔ No DOI found}, } @inproceedings{pittarello_castor_2012, title = {{CASTOR}: learning to create context-sensitive and emotionally engaging narrations in-situ}, doi = {10.1145/2307096.2307098}, booktitle = {Proceedings of the 11th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Pittarello, Fabio and Bertani, Luca}, year = {2012}, note = {00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 257089:MWWT7KMR}, pages = {1--10}, } @incollection{mason_catering_2020, address = {Singapore}, title = {Catering for {Diversity} in {Psychosocial} and {Learning} {Needs} in a {Low}-{Income} {Country}}, isbn = {9789811598616}, url = {https://doi.org/10.1007/978-981-15-9861-6_11}, abstract = {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.}, language = {en}, urldate = {2022-12-24}, booktitle = {Diversifying {Learner} {Experience}: {A} kaleidoscope of instructional approaches and strategies}, publisher = {Springer}, author = {Mason, Miriam and Galloway, David and Joyce-Gibbons, Andrew}, editor = {Koh, Caroline}, year = {2020}, doi = {10.1007/978-981-15-9861-6_11}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-9861-6\_11 4869029:Y5AL5U74}, keywords = {Low-income country, Marginalised children, Non-government organisation, Personalised learning}, pages = {191--206}, } @book{imbens_causal_2015, title = {Causal inference in statistics, social, and biomedical sciences}, publisher = {Cambridge University Press}, author = {Imbens, G.W. and Rubin, D.B.}, year = {2015}, } @article{iacus_causal_2012, title = {Causal {Inference} {Without} {Balance} {Checking}: {Coarsened} {Exact} {Matching}}, volume = {20}, shorttitle = {Causal {Inference} {Without} {Balance} {Checking}}, doi = {10.1093/pan/mpr013}, number = {1}, journal = {Political Analysis}, author = {Iacus, Stefano M. and King, Gary and Porro, Giuseppe}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/pan/mpr013 2129771:QSHBGGL8 2486141:4EGL8SEE}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, pages = {1--24}, } @misc{noauthor_causal_2023, title = {Causal loop diagram}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Causal_loop_diagram&oldid=1192291490}, abstract = {A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs. The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa. The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles. Example of positive reinforcing loop: The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest. Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+". The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow. The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R".}, language = {en}, urldate = {2024-03-10}, journal = {Wikipedia}, month = dec, year = {2023}, note = {Page Version ID: 1192291490 KerkoCite.ItemAlsoKnownAs: 2129771:6DPJ2Y3W}, } @misc{noauthor_cbeta_nodate, title = {{CBETA} {Standards} and guidelines}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8H4PXF35}, } @misc{noauthor_ceeol_nodate, title = {{CEEOL} - {Error}}, url = {https://www.ceeol.com/search/chapter-detail?id=885687}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BYUD8ICE}, } @article{gallagher_challenge-based_2020, title = {Challenge-based learning in higher education: an exploratory literature review}, volume = {0}, issn = {1356-2517}, shorttitle = {Challenge-based learning in higher education}, url = {https://doi.org/10.1080/13562517.2020.1863354}, doi = {10.1080/13562517.2020.1863354}, abstract = {The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.}, number = {0}, urldate = {2022-04-05}, journal = {Teaching in Higher Education}, author = {Gallagher, Silvia Elena and Savage, Timothy}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13562517.2020.1863354}, keywords = {Challenge-based learning, educational methods, educational theories, higher education}, pages = {1--23}, } @article{muhammad_challenge_2019, series = {Journal}, title = {Challenge of integrating entrepreneurial competencies into technical college programs}, doi = {10.35940/ijeat.E1054.0585C19}, abstract = {© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. For a country to keep abreast of being competitive in global economy technical and vocational education must play a critical role. For long time, technical and vocational education disciplines have been in cache, living graduates unable to connect learned knowledge with real life problems. The emergence of integrating technical education with entrepreneurial competencies in some institutions in Nigeria advocates transformative changes both at the conceptual and technological levels. One of the challenge facing technical education in Nigeria is lack of appropriate entrepreneurial competencies in the content of technical college curriculum. The purpose of the study was to explore the challenge facing the integration of entrepreneurial competencies into the technical college curriculum. This study uses phenomenological research design method was guided by interview protocol, thus the data were qualitatively collected. This research involved ten experts from three technical institutions in Kano state Nigeria based on their educational background, field of teaching and experience in entrepreneurship education. The study found that poor funding, lack of qualified teachers, inappropriate curriculum and negative attitude toward on entrepreneurship education are the main challenges hindering the integration of entrepreneurial competencies into technical college programs in Nigeria. It is recommended that the need for an appropriate entrepreneurial competencies for technical college programs this will facilitate easy and rapid self-employment among the graduates to enable them become novice entrepreneurs for self-reliance. Consequently, 20 per cent of public expenditure should be allocated to bridge the gap in funding education.}, journal = {International Journal of Engineering and Advanced Technology}, author = {Muhammad, Abubakar Ibrahim and Kamin, Yusri Bin and Wahid, Nur Husna Binti Abd}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1054.0585C19 2129771:N658NV47}, } @article{fegert_challenges_2020, title = {Challenges and burden of the {Coronavirus} 2019 ({COVID}-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality}, volume = {14}, issn = {1753-2000}, shorttitle = {Challenges and burden of the {Coronavirus} 2019 ({COVID}-19) pandemic for child and adolescent mental health}, url = {https://capmh.biomedcentral.com/articles/10.1186/s13034-020-00329-3}, doi = {10.1186/s13034-020-00329-3}, abstract = {Background:  The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion:  There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments.}, language = {en}, number = {1}, urldate = {2020-08-12}, journal = {Child and Adolescent Psychiatry and Mental Health}, author = {Fegert, Jörg M. and Vitiello, Benedetto and Plener, Paul L. and Clemens, Vera}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-020-00329-3 2129771:2HQAR3KW}, keywords = {\_\_C:filed:1}, pages = {20}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, doi = {10.1080/1475939x.2015.1092466}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:France FRA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:b}, pages = {1--28}, } @incollection{olabiyi_challenges_2014, title = {Challenges and {Prospects} of {Information} {Communication} {Technology} ({ICT}) in {Teaching} {Technical} {Education} towards {Globalisation}}, abstract = {The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.}, language = {en}, booktitle = {Effects of {Information} {Capitalism} and {Globalization} on {Teaching} and {Learning}}, author = {Olabiyi, OS}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VI7QUHLL 2317526:2R3T6FAS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:teaching, P:technology, Q:ICT, T:TVET, publicImportV1}, } @article{browne_challenges_2017, title = {Challenges and {Solutions} of {Higher} {Education} in the {Eastern} {Caribbean} {States}.}, volume = {6}, doi = {10.5430/ijhe.v6n1p169}, number = {1}, journal = {International Journal of Higher Education}, author = {Browne, Raffie A. and Shen, Hong}, year = {2017}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5430/ijhe.v6n1p169 2129771:NRUBXL6G}, keywords = {\_\_C:filed:1}, pages = {169--179}, } @article{ajibade_challenges_2018, title = {Challenges {Experienced} in {Implementing} {School}-based {Continuing} {Professional} {Teacher} {Development} in {Fort} {Beaufort} {Education} {District} in {South} {Africa}}, volume = {33}, doi = {10.31901/24566802.2018/33.1-3.1887}, number = {1-3}, journal = {Anthropologist}, author = {Ajibade, Benedicta A. and Rembe, Symphorosa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.31901/24566802.2018/33.1-3.1887 2129771:SNGC8MTK}, keywords = {\_\_C:filed:1}, pages = {1--7}, } @article{amedorme_challenges_2013, title = {Challenges facing technical and vocational education in {Ghana}}, url = {http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625}, abstract = {Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.}, language = {en}, journal = {International Journal of Scientific \& Technology Research}, author = {Amedorme, SK and Fiagbe, YAK}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UZEN6WB2 2317526:GCVCK6TS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, T:training needs, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{berlinski_challenges_2017, title = {Challenges in {Educational} {Reform}: {An} {Experiment} on {Active} {Learning} in {Mathematics}.}, volume = {156}, url = {https://www.sciencedirect.com/science/article/pii/S0165176517301854}, doi = {10.1016/j.econlet.2017.05.007}, journal = {Economics Letters}, author = {Berlinski, Samuel and Busso, Matias}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QSDP54R9 2129771:RDE3NG42}, pages = {172--75}, } @article{jaycox_challenges_2006, title = {Challenges in the {Evaluation} and {Implementation} of {School}-{Based} {Prevention} and {Intervention} {Programs} on {Sensitive} {Topics}}, volume = {27}, issn = {1098-2140}, url = {https://doi.org/10.1177/1098214006291010}, doi = {10.1177/1098214006291010}, abstract = {The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process.}, language = {en}, number = {3}, urldate = {2022-11-23}, journal = {American Journal of Evaluation}, author = {Jaycox, Lisa H. and McCaffrey, Daniel F. and Ocampo, Beverly Weidmer and Shelley, Gene A. and Blake, Susan M. and Peterson, Donna J. and Richmond, Lucinda S. and Kub, Joan E.}, month = sep, year = {2006}, note = {Publisher: SAGE Publications Inc}, pages = {320--336}, } @phdthesis{damasah_challenges_2016, title = {Challenges in the {Informal} {Construction} {Artisan} {Training} {System} in the {Ghanaian} {Construction} {Industry}}, url = {http://dspace.knust.edu.gh/handle/123456789/9219}, abstract = {This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75\%) and the attachment method (25\%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55\% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.}, language = {en}, school = {College of Art and Built Environment}, author = {Damasah, SK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZD86LA7 2317526:C4X3KFCN UTI-44D05C99-3FFA-30A1-91F8-C18A23CBCCA7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:construction, T:Formal apprenticeship, T:Training, \_C:Ghana GHA, publicImportV1}, } @article{mubika_challenges_2013, title = {Challenges in the training of teachers through open and distance learning: {Implications} for quality}, url = {http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf}, abstract = {This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.}, language = {en}, journal = {Asian Journal of Social Sciences \& Humanities}, author = {Mubika, KA and Bukaliya, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teachers, Q:ODEL, T:Lehrlingsausbildung, T:Training, publicImportV1, ⛔ No DOI found}, } @article{belwal_challenges_2010, title = {Challenges of {Curtin}-{AVU}-{AAU} {Distance} {Learning} {Program} in {Ethiopia}: {A} {Case} {Study}}, abstract = {Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.}, language = {en}, journal = {MERLOT Journal of Online Learning and Teaching}, author = {Belwal, Rakesh and {Dawit Ayalew Kassa} and {Medhanie Gaim Asgedom}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZJBUJR4 2317526:4T9GN28B}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:outcomes, P:technology, Q:distance learning, Q:higher education, R:case study, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, T:distance learning program, Z:Alliances, Z:Distance learning, Z:Education reform, Z:Market entry, Z:Qualitative research, Z:Technological change, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @misc{hayward_challenges_2018, title = {Challenges of life outside the dual system: {VET} in neo-liberal economies}, language = {de}, author = {Hayward, Geoff}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LHESM6W8 2317526:7ZRMZ2IG}, } @article{kamara_challenges_2020, title = {Challenges of {Teachers} on {Teaching} {Practice}: {A} {Case} {Study} of {Students} of {Freetown} {Teachers}’ {College} in {Sierra} {Leone}}, copyright = {Copyright (c) 2021 Alhaji Bakar Kamara}, issn = {2581-8430}, shorttitle = {Challenges of {Teachers} on {Teaching} {Practice}}, url = {https://journals.asianresassoc.org/index.php/ajir/article/view/548}, doi = {10.34256/ajir2012}, abstract = {As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools.\ The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.}, language = {en}, urldate = {2023-04-18}, journal = {Asian Journal of Interdisciplinary Research}, author = {Kamara, Alhaji Bakar}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT}, keywords = {Training College}, pages = {32--37}, } @article{kennedy_challenges_2017, title = {Challenges of {Technical} {Vocational} {Teacher} {Education} and {Teaching} in {Nigeria}: {The} {Need} for {Intervention}}, volume = {3}, abstract = {This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.}, language = {en}, number = {7}, author = {Kennedy, George W and Udoetuk, Udeme S}, year = {2017}, keywords = {\_C:China CHN, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {12}, } @incollection{kitainge_challenges_2009, title = {Challenges of {Training} {Motor} {Vehicle} {Mechanics} for {Changing} {World} {Contexts} and {Emergent} {Working} {Conditions}: {Cases} of {Kenya} and {Australia}}, isbn = {978-1-60566-739-3 978-1-60566-740-9}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3}, abstract = {This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS\&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.}, urldate = {2020-02-02}, booktitle = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}: {Technologies} for {Vocational} {Training}}, publisher = {IGI Global}, author = {Kitainge, Kisilu M}, collaborator = {Wang, Victor X.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MNBV5CPB 2317526:AH6ZLJYB}, } @article{chibesakunda_challenges_2019, title = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}: {An} {Analysis} of {Views} of {Teachers} and {Learners}}, volume = {2}, copyright = {Copyright (c)}, issn = {2664-083X}, shorttitle = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}}, url = {https://medicine.unza.zm/index.php/mjlsse/article/view/114}, abstract = {The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.}, language = {en}, number = {1}, urldate = {2023-12-05}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Chibesakunda, Mwimba and Mulenga, Innocent Mutale}, month = jun, year = {2019}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:856UQLBM 2129771:NU87YDL4 2129771:SUQ28UP5 2129771:SXYWSC5C}, keywords = {Familiar language, Initial literacy, Language of Instruction, Local language, ⛔ No DOI found}, pages = {143--167}, } @article{tanyanyiwa_challenges_2021, title = {Challenges to the {Effective} {Teaching} and {Learning} of {Geography} through {ODeL} at the {Zimbabwe} {Open} {University}}, volume = {8}, copyright = {Copyright (c) 2021 Vincent Itai Tanyanyiwa, Rejoice Madobi}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/427}, abstract = {ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Tanyanyiwa, Vincent Itai and Madobi, Rejoice}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:BCRJ5JGG}, keywords = {\_genre:PR-primary\_research, ⛔ No DOI found}, pages = {364--382}, } @article{mcneish_challenging_2017, title = {Challenging {Conventional} {Wisdom} for {Multivariate} {Statistical} {Models} {With} {Small} {Samples}}, volume = {87}, issn = {0034-6543, 1935-1046}, url = {http://journals.sagepub.com/doi/10.3102/0034654317727727}, doi = {10.3102/0034654317727727}, language = {en}, number = {6}, urldate = {2023-11-01}, journal = {Review of Educational Research}, author = {McNeish, Daniel}, month = dec, year = {2017}, pages = {1117--1151}, } @techreport{daniel_van_niekerk_challenging_2024, title = {Challenging {Systematic} {Prejudices} - {An} {Investigation} into {Bias} {Against} {Women} and {Girls} in {Large} {Language} {Models}}, institution = {UNESCO / IRCAI}, author = {{Daniel van Niekerk} and {María Pérez-Ortiz} and {John Shawe-Taylor} and {Davor Orlič} and {Ivana Drobnjak} and {Jackie Kay} and {Noah Siegel} and {Katherine Evans} and {Nyalleng Moorosi} and {Tina Eliassi-Rad} and {Leonie Maria Tanczer} and {Wayne Holmes} and {Marc Peter Deisenroth} and {Isabel Straw} and {Maria Fasli} and {Rachel Adams} and {Nuria Oliver} and {Dunja Mladenić} and {Urvashi Aneja}}, year = {2024}, note = {Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (https://creativecommons.org/licenses/by-sa/3.0/igo/).}, } @article{kim_changes_2011, title = {Changes in student motivation during online learning}, volume = {44}, number = {1}, journal = {Journal of Educational Computing Research}, author = {Kim, Kyong-Jee and Frick, Theodore W}, year = {2011}, note = {00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 257089:X9WSQGGA}, keywords = {❓ Multiple DOI}, pages = {1--23}, } @article{hasler_changing_2011, title = {Changing classroom practice using a school-based professional development approach to introducing digital resources in {Zambia}}, volume = {3}, shorttitle = {Changing classroom practice using a school-based professional development approach to introducing digital resources in {Zambia}}, url = {http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf}, journal = {Itupale Online Journal of African Studies}, author = {Haßler, Björn and Hennessy, S. and Lubasi, B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97RP78VU 2129771:AIM8NQRH 261495:CF6Z9BP2}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:b, ⛔ No DOI found}, pages = {17--31}, } @article{lahn_changing_2021, title = {Changing climate change: {The} carbon budget and the modifying-work of the {IPCC}}, volume = {51}, issn = {0306-3127, 1460-3659}, shorttitle = {Changing climate change}, url = {http://journals.sagepub.com/doi/10.1177/0306312720941933}, doi = {10.1177/0306312720941933}, abstract = {Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.}, language = {en}, number = {1}, urldate = {2023-02-25}, journal = {Social Studies of Science}, author = {Lahn, Bard and Lahn, Bård}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0306312720941933 2129771:DCRUJGCN 2129771:UVCUJV8U 4874017:DFI9G5HK 4874017:ZGXHX4VS}, pages = {3--27}, } @article{hardman_changing_2009, title = {Changing pedagogical practice in {Kenyan} primary schools: the impact of school‐based training}, volume = {45}, issn = {0305-0068, 1360-0486}, shorttitle = {Changing pedagogical practice in {Kenyan} primary schools}, url = {http://dx.doi.org/10.1080/03050060802661402}, doi = {10.1080/03050060802661402}, abstract = {This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.}, language = {en}, number = {1}, urldate = {2015-10-15}, journal = {Comparative Education}, author = {Hardman, Frank and Abd‐Kadir, Jan and Agg, Catherine and Migwi, James and Ndambuku, Jacinta and Smith, Fay}, month = feb, year = {2009}, note = {00083 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2129771:QUUGMC69 2129771:TUTLCRRE 2405685:YDTY3JCV 261495:A32BNMRX}, keywords = {C:Kenya, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {65--86}, } @incollection{jaworski_changing_1999, series = {Studies in {Mathematics} {Education} {Series}}, title = {Changing teaching in a changing society}, volume = {12}, shorttitle = {Changing teaching in a changing society}, booktitle = {Mathematics {Teacher} {Education}: {Critical} {International} {Perspectives}}, publisher = {Taylor and Francis}, author = {Goldstein, C and Mnisi, P and Rodwell, P}, editor = {Jaworski, B. and Wood, T. and Dawson, S.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D6STM6YF 261495:F24QWUQQ}, pages = {78--89}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 00. {Executive} {Summary}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/FHIKPI9S}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284052}, note = {ConceptDOI: 10.5281/zenodo.3843339 PreviousDOI: 10.5281/zenodo.3843340 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284052 2129771:FHIKPI9S}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a0}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 01. {Introduction}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/8S9JNUH5}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843342}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843342 2129771:8S9JNUH5}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a1}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 03. {Overview} of the {Discovered} {Literature}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/JW22URSA}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843346}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843346 2129771:JW22URSA}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a3}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 04. {Conception} and {Practice} of {TVET}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/NP9ACE9G}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284059}, note = {PreviousDOI: 10.5281/zenodo.3843348 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284059 2129771:NP9ACE9G}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a4}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 05. {TVET} {Actors}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/PUJKSC8I}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284062}, note = {PreviousDOI: 10.5281/zenodo.3843350 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284062 2129771:PUJKSC8I}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a5}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 06. {Themes}, {Perspectives} and {Current} {Debates} in {TVET} {Research}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/55F63GQP}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284063}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284063 2129771:55F63GQP}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a6}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 07. {Systematic} {Review} of {TVET} {Research}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/4DRTKGMG}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843354}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843354 2129771:4DRTKGMG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a7}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 08. {Models} for {Designing}, {Developing} and {Delivering} {Berufsbildung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/9PM7S9BZ}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284064}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284064 2129771:9PM7S9BZ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a8}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 09. {Inclusion}-related {Challenges} and {Policies}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/MEW988CJ}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284065}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284065 2129771:MEW988CJ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a9}, } @incollection{deeks_chapter_2023, edition = {6.4}, title = {Chapter 10: {Analysing} data and undertaking meta-analyses}, url = {https://training.cochrane.org/handbook/current}, language = {en}, urldate = {2023-11-02}, booktitle = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, publisher = {Cochrane Training}, editor = {Deeks, JJ and Higgins, JPT and Altman, DG}, collaborator = {Higgins, Julian and Thomas, James}, year = {2023}, } @incollection{glewwe_chapter_2016, title = {Chapter 10 - {Improving} {Education} {Outcomes} in {Developing} {Countries}: {Evidence}, {Knowledge} {Gaps}, and {Policy} {Implications}}, volume = {5}, shorttitle = {Chapter 10 - {Improving} {Education} {Outcomes} in {Developing} {Countries}}, url = {https://www.sciencedirect.com/science/article/pii/B9780444634597000105}, abstract = {Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts.}, urldate = {2023-10-26}, booktitle = {Handbook of the {Economics} of {Education}}, publisher = {Elsevier}, author = {Glewwe, P. and Muralidharan, K.}, editor = {Hanushek, Eric A. and Machin, Stephen and Woessmann, Ludger}, month = jan, year = {2016}, doi = {10.1016/B978-0-444-63459-7.00010-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-444-63459-7.00010-5 2129771:88N47VB3 2486141:I9P8UEZH}, keywords = {Cost effectiveness, Demand for education, Education in developing countries, Learning outcomes, Pedagogy, Policy evaluation, School enrollment and attendance, School governance, School inputs}, pages = {653--743}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 10. {State} {Authorities} for {TVET} {Management}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/PZHTKC94}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843360}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843360 2129771:PZHTKC94}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a10}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 11. {Non}-state {TVET} {Providers}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/SPB2WZRW}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843362}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843362 2129771:SPB2WZRW}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a11}, } @incollection{hoosen_chapter_2017, title = {Chapter 12: {Considerations} in {Costing} {ODL} and {ICTs} in {TVET}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Hoosen, S and Butcher, N}, editor = {Lachem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Botswana, C:Namibia, C:South Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:OER, T:TVET, publicImportV1}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 12. {National} {Standards} and {Regulations}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/KUEBHHU8}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843364}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843364 2129771:KUEBHHU8}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a12}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 13. {Challenges} to {Policy} {Implementation}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/97VB57CK}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284066 2129771:97VB57CK}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a13}, } @incollection{latchem_chapter_2017, title = {Chapter 13: {Planning} for the {Use} of {ICTs} at the {National} and {Institutional} {Levels}}, abstract = {Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, editor = {Latchem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YWMKAFA 2317526:XXQT2WH6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CLL:en, publicImportV1}, } @incollection{latchem_chapter_2017, title = {Chapter 14: {Conclusions} and {Recommendations}}, language = {en}, urldate = {2019-04-13}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, publisher = {Commonwealth of Learning}, author = {Latchem, Colin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A44MFPDQ 2317526:ID6XQ8BZ UA-B83528DA-8C8F-4ED1-BA18-A42B0981A1CD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1}, pages = {221--225}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 14. {Research} {Interests} and {Topics} of the {SCR} {Participants}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/33X2BQBP}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843368}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843368 2129771:33X2BQBP}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a14}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 15. {Research} {Networks} and {Capacity} {Building}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RWKJ3VZH}, abstract = {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.}, language = {German}, number = {Berufsbildung in SSA}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284067}, note = {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}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 16. {Conclusion}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/FQNVW8J3}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843372}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843372 2129771:FQNVW8J3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a16}, } @book{harrer_chapter_nodate, title = {Chapter 4 {Pooling} {Effect} {Sizes} {\textbar} {Doing} {Meta}-{Analysis} in {R}}, url = {https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R/pooling-es.html}, abstract = {A long and winding road already lies behind us. Fortunately, we have now reached the core part of every meta-analysis: the pooling of effect sizes. We hope that you were able to resist the...}, language = {en}, urldate = {2023-11-02}, author = {Harrer, Mathias and Cuijpers, Pim and Furukawa, Toshi A. and Ebert, David D.}, } @incollection{isaacs_chapter_2017, title = {Chapter 9: {INVEST} {Africa}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Isaacs, Shafika}, editor = {Latchem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, C:Zambia, CA:AandC, CLL:en, publicImportV1}, } @article{gianola_characteristics_2020, title = {Characteristics of academic publications, preprints, and registered clinical trials on the {COVID}-19 pandemic}, volume = {15}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0240123}, doi = {10.1371/journal.pone.0240123}, abstract = {The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6\% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p{\textless}0.001). Case reports (6\% academic vs 0.9\% preprints; p{\textless}0.001) and letters (17.4\% academic vs 0.5\% preprints; p{\textless}0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22\% vs 0.63\%; p{\textless}0.001) and systematic reviews (0.08\% vs 5\%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9\%, 49.5\%, and 98.9\%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic.}, language = {en}, number = {10}, urldate = {2021-10-05}, journal = {PLOS ONE}, author = {Gianola, Silvia and Jesus, Tiago S. and Bargeri, Silvia and Castellini, Greta}, month = oct, year = {2020}, note = {Publisher: Public Library of Science}, keywords = {COVID 19, Clinical trials, Database searching, Medical journals, Pandemics, Peer review, Randomized controlled trials, Systematic reviews}, pages = {e0240123}, } @techreport{mcburnie_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography ({HDR10C})}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {10C}, author = {McBurnie, Chris and Allier-Gagneur, Zoe and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3873460}, note = {EdTechHub.Source: 2405685:KXY7Q6VT EdTechHub.Source: 2405685:KXY7Q6VT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT}, keywords = {Author:Haßler, Author:OpenDevEd, E:Pedagogy, E:Teacher education (pre-service and in-service), LP: English, \_EdTechHub\_Output, \_\_C:filed:1, \_cover:v1, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an overview ({HDR10A}) (forthcoming)}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {10A}, author = {Haßler, Björn and McBurnie, Chris and Allier-Gagneur, Zoe}, month = dec, year = {2020}, doi = {10.5281/zenodo.3873458}, note = {EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_EdTechHub\_Output, \_\_C:filed:1, \_cover:v1, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{allier-gagneur_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Haßler, Björn and Chuang, Rachel}, month = may, year = {2020}, doi = {10.5281/zenodo.4762301}, note = {EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burundi BDI, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:h, \_zenodoODE, docs.opendeved.net}, } @article{sims_characteristics_2018, title = {Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out}, abstract = {Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XYX9EQ5V 2405685:75VHL4AH}, keywords = {C:International, \_\_C:filed:1, ⛔ No DOI found}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, \_yl:a}, } @article{asare_characteristics_2015, title = {Characteristics of micro, small and medium enterprises in {Ghana}: {Gender} and implications for economic growth}, doi = {10.1080/20421338.2014.979651}, abstract = {© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90\% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.}, language = {en}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Asare, Roland and Akuffobea, Mavis and Quaye, Wilhelmina and Atta-Antwi, Kwasi}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979651 10/gd9bc3 2129771:9V7XC358 2317526:Q8Q2KP2R LOCAL-SCOPUS\_ID:85006409797}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:gender, F:payment, F:women, P:economy, P:media, P:services, P:technology, Q:flexible, R:interview, R:questionnaire, T:Lehrlingsausbildung, T:Training, Z:Businesses, Z:Constraints, Z:Development, Z:Gender, Z:Practices, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, } @misc{noauthor_charity_nodate, title = {Charity}, url = {https://www.thenextsmile.org/}, abstract = {Charity The Next Smile is there for the 152 million children aged 5-17 years old who have to work across the world. We make sure that those children can go to school, study and graduate.}, language = {en}, urldate = {2022-06-01}, journal = {The Next Smile}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:86ITNRR8 4682641:J5EBFEHL}, } @inproceedings{clarizia_chatbot_2018, title = {Chatbot: {An} education support system for student}, shorttitle = {Chatbot}, doi = {10.1007/978-3-030-01689-0_23}, booktitle = {International {Symposium} on {Cyberspace} {Safety} and {Security}}, publisher = {Springer}, author = {Clarizia, Fabio and Colace, Francesco and Lombardi, Marco and Pascale, Francesco and Santaniello, Domenico}, year = {2018}, pages = {291--302}, } @inproceedings{neto_chatbot_2019, title = {Chatbot and conversational analysis to promote collaborative learning in distance education}, volume = {2161}, doi = {10.1109/ICALT.2019.00102}, booktitle = {2019 {IEEE} 19th {International} {Conference} on {Advanced} {Learning} {Technologies} ({ICALT})}, publisher = {IEEE}, author = {Neto, Antonio Justiniano Moraes and Fernandes, Márcia Aparecida}, year = {2019}, pages = {324--326}, } @article{chang_chatbot-facilitated_2022, title = {Chatbot-facilitated {Nursing} {Education}}, volume = {25}, number = {1}, journal = {Educational Technology \& Society}, author = {Chang, Ching-Yi and Kuo, Shu-Yu and Hwang, Gwo-Haur}, year = {2022}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2129771:26E9DABC 2129771:3GK6A7RV 2129771:IAM3H3NX}, keywords = {⛔ No DOI found}, pages = {15--27}, } @article{hiremath_chatbot_2018, title = {Chatbot for education system}, volume = {4}, number = {3}, journal = {International Journal of Advance Research, Ideas and Innovations in Technology}, author = {Hiremath, Guruswami and Hajare, Aishwarya and Bhosale, Priyanka and Nanaware, Rasika and Wagh, K. S.}, year = {2018}, keywords = {⛔ No DOI found}, pages = {37--43}, } @article{kiptonui_chatbot_2013, title = {Chatbot technology: {A} possible means of unlocking student potential to learn how to learn}, volume = {4}, shorttitle = {Chatbot technology}, abstract = {This paper explores the possibility of implementing a constructivist learning environment using chatbot technology as a basis of enabling students acquire global economy and technological information age skills and competencies (21st century skills) within the context of a developing country. The suggested approach is to integrate chatbot technology into the prevailing teaching-learning environment taking into consideration enabling and constraining factors. Social constructivism provides the basis for concretization of this approach, where social interaction plays a fundamental role in the development of cognition, with mediation using cultural tools and scaffolding contributing to the process of learning.}, journal = {Educational Research}, author = {Kiptonui, Bii}, month = feb, year = {2013}, keywords = {⛔ No DOI found}, pages = {218--221}, } @incollection{ouatu_chatbot_2020, title = {Chatbot, the {Future} of {Learning}?}, isbn = {9789811573828}, abstract = {Our position is that, in order to improve the quality of Romanian education, an intelligent learning system could become a substantial and versatile tool for aiding the achievement of every student’s potential, always aiding and encouraging him/her. The limits of the conventional learning process and mental health are major issues in many education systems. Chatbots are centered on assisting humans in performing their tasks efficiently and require a low amount of digital literacy to interact with. Chatbots have been shown to be effective in the fields of education and well-being. Due to the substantial difference between artificial intelligence technology waves, the interaction process can occur in several ways depending on the communication interface. How can we combine both traditional and automated educational approaches in the digital age? On one hand, an artificial intelligence tutor does not get angry or annoyed explaining the same problem at the student’s discretion and can also function as a personal therapist, while a human professor could be empathic, trying to keep a balanced teaching method adapted to all students.}, author = {Ouatu, Bogdan-Ioan and Gîfu, Daniela}, month = sep, year = {2020}, doi = {10.1007/978-981-15-7383-5_23}, pages = {263--268}, } @misc{noauthor_chatgpt-and-artificial-intelligence--higher-education-quick-start-guide_en_finalpdf_nodate, title = {{ChatGPT}-and-{Artificial}-{Intelligence}-in-higher-education-{Quick}-{Start}-guide\_EN\_FINAL.pdf}, url = {https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf}, urldate = {2023-04-30}, } @techreport{noauthor_chatgpt-and-artificial-intelligence--higher-education-quick-start-guide_en_finalpdf_nodate, title = {{ChatGPT}-and-{Artificial}-{Intelligence}-in-higher-education-{Quick}-{Start}-guide\_EN\_FINAL.pdf}, url = {https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf}, urldate = {2023-05-15}, } @inproceedings{abdullah_chatgpt_2022, title = {{ChatGPT}: {Fundamentals}, applications and social impacts}, shorttitle = {{ChatGPT}}, url = {https://ieeexplore.ieee.org/abstract/document/10062688/}, doi = {10.1109/SNAMS58071.2022.10062688}, urldate = {2024-03-01}, booktitle = {2022 {Ninth} {International} {Conference} on {Social} {Networks} {Analysis}, {Management} and {Security} ({SNAMS})}, publisher = {IEEE}, author = {Abdullah, Malak and Madain, Alia and Jararweh, Yaser}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/SNAMS58071.2022.10062688 4804264:QU9KCAEF}, keywords = {Final\_citation}, pages = {1--8}, } @article{extance_chatgpt_2023, title = {{ChatGPT} has entered the classroom: how {LLMs} could transform education}, volume = {623}, copyright = {2023 Springer Nature Limited}, issn = {0028-0836, 1476-4687}, shorttitle = {{ChatGPT} has entered the classroom}, url = {https://www.nature.com/articles/d41586-023-03507-3}, doi = {10.1038/d41586-023-03507-3}, abstract = {Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning.}, language = {en}, number = {7987}, urldate = {2023-11-16}, journal = {Nature}, author = {Extance, Andy}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-023-03507-3 2129771:7KMJD2I5 2486141:YFGK5F89}, keywords = {Computer science, Education, Machine learning, Mathematics and computing}, pages = {474--477}, } @misc{ch_chatgpt_2023, title = {{ChatGPT} {Pricing}, {Explained}: {Plus} \& {Tokens} (2024)}, shorttitle = {{ChatGPT} {Pricing}, {Explained}}, url = {https://guides.ai/chatgpt-pricing/}, abstract = {ChatGPT Plus costs \$20 per month (\$23.80/month for EU + UK). The ChatGPT API costs \$0.002 for every 1000 tokens.}, language = {en-US}, urldate = {2024-01-21}, journal = {Guides.ai}, author = {Ch, David}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUPE5VYU 2405685:YISLU5WQ 2486141:5D3R2MC3}, } @misc{drapkin_chatgpt_2023, title = {{ChatGPT} {Pricing}: {How} {Much} {Does} {ChatGPT} {Cost}?}, shorttitle = {{ChatGPT} {Pricing}}, url = {https://tech.co/news/how-much-does-chatgpt-cost}, abstract = {ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.}, language = {en-US}, urldate = {2024-01-21}, journal = {Tech.co}, author = {Drapkin, Aaron}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LMGJG373 2405685:AN26LXEA 2486141:XCIX2SMK}, } @article{nakaya_chatgpts_2023, title = {{ChatGPT}’s ability to classify virtual reality studies in cardiology}, volume = {4}, issn = {2634-3916}, url = {https://doi.org/10.1093/ehjdh/ztad026}, doi = {10.1093/ehjdh/ztad026}, abstract = {We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods.}, number = {3}, urldate = {2024-03-12}, journal = {European Heart Journal - Digital Health}, author = {Nakaya, Yuichiro and Higaki, Akinori and Yamaguchi, Osamu}, month = may, year = {2023}, pages = {141--142}, } @techreport{chesterton_community_college_chesterton_2014, title = {Chesterton {Tablet} {Learning} {Scheme} - {Evaluation} {Report}}, url = {http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/}, urldate = {2014-08-11}, author = {Chesterton Community College}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 257089:QDCX6V9N}, } @techreport{government_of_kenya_chiefs_2012, title = {Chiefs’ {Act} - {Chapter} 128}, url = {http://extwprlegs1.fao.org/docs/pdf/ken102000.pdf}, urldate = {2021-07-16}, author = {{Government of Kenya}}, year = {2012}, } @techreport{walker_child-centred_nodate, title = {Child-centred {Educational} {Radio} {Project} in {Kailahun} {District}, {Sierra} {Leone}}, language = {en}, institution = {United Nations Girls' Education Initiative; Overseas Development Institute}, author = {Walker, David and Tristram, Bella and Pereznieto, Paola and Young, Tricia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N28AXFNI 2405685:445Z5JPZ}, keywords = {\_C:Sierra Leone SLE}, pages = {12}, } @misc{noauthor_child_nodate, title = {Child disability overview}, url = {https://data.unicef.org/topic/child-disability/overview/}, abstract = {The 2006 UN Convention on the Rights of Persons with Disabilities establishes that children with “long-term physical, mental, intellectual or sensory impairments” should enjoy the same human rights and freedoms as other children. The Convention goes on to say: “In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration,” and “…children with disabilities have the right to express their views freely on all matters affecting them.” Discrimination against children with disabilities often leads to reduced access to basic social services, especially education, and general lack of recognition. Addressing discrimination and promoting inclusion is an issue of concern in all sectors, and can be accomplished through information and advocacy, strengthening policy and facilitating access to services. The development of relevant policies and programmes, however, has been constrained by a lack of accurate data. This is due mainly to inadequate data collection and research on the subject, especially in low- and middle-income countries. No reliable global estimates on child disability are therefore currently available, although efforts to remedy the situation are well under way.}, language = {en-US}, urldate = {2020-08-18}, journal = {UNICEF DATA}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UPRF27G3}, } @article{rigby_child_2020, title = {Child marriages skyrocket in {Malawi} as {Covid}-19 closes schools, figures show}, url = {https://www.telegraph.co.uk/global-health/women-and-girls/child-marriages-skyrocket-malawi-covid-19-closes-schools-figures/amp/}, urldate = {2020-08-20}, journal = {The Telegraph (UK)}, author = {Rigby, Jennifer}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M879ZVBE}, } @article{itu_child_2020, title = {Child {Online} {Protection} {\textbar} {ITU} {COP} {Guidelines}}, url = {https://www.itu-cop-guidelines.com/}, language = {en}, urldate = {2023-01-06}, author = {ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:R73XJMC9 4804264:YL9U7U9X}, keywords = {Final\_citation, anystyle, existing}, } @misc{noauthor_child_2014, title = {Child rights impact assessment}, url = {http://fra.europa.eu/en/content/child-rights-impact-assessment}, language = {en}, urldate = {2024-03-20}, journal = {European Union Agency for Fundamental Rights}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BTGSVJQU}, keywords = {Final\_citation}, } @techreport{digital_futures_commission_child_2021, title = {Child {Rights} {Impact} {Assessment} - {A} tool to realise children’s rights in the digital environment}, url = {https://digitalfuturescommission.org.uk/wp-content/uploads/2021/03/CRIA-Report.pdf}, urldate = {2024-03-20}, author = {{Digital Futures Commission}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:L7HEV347}, keywords = {Final\_citation}, } @article{bourn_childhood_2017, title = {Childhood development stages and learning on global issues}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13492}, abstract = {This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. Key definitions and terminology can be found in Annex 1.}, language = {en}, urldate = {2022-12-18}, author = {Bourn, Douglas and Hunt, Frances and Hassan, Ahmed}, month = dec, year = {2017}, note = {Accepted: 2018-01-22T14:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:PFDE5IT2 4869029:8TKPP7W4}, keywords = {⛔ No DOI found}, } @article{mitra_children_2020, title = {Children and the {Internet}: {Learning}, in the {Times} to {Come}}, volume = {7}, copyright = {Copyright (c) 2020 Sugata Mitra}, issn = {2311-1550}, shorttitle = {Children and the {Internet}}, url = {https://jl4d.org/index.php/ejl4d/article/view/445}, abstract = {It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Mitra, Sugata}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:CH3DGJZT}, keywords = {Internet, SOLE, assessment, certification, children’s education, curriculum, learning environments, pandemic, pedagogy, self-organization, ⛔ No DOI found}, pages = {286--305}, } @article{kwok_children_2016, title = {Children can learn new facts equally well from interactive media versus face to face instruction}, volume = {7}, doi = {10.3389/fpsyg.2016.01603}, journal = {Frontiers in psychology}, author = {Kwok, Kristine and Ghrear, Siba and Li, Vivian and Haddock, Taeh and Coleman, Patrick and Birch, Susan AJ}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.01603 10/f88p5x 2129771:3LXXULC3}, keywords = {\_\_C:filed:1}, pages = {1603}, } @techreport{oecd_children_2021, address = {Paris}, title = {Children in the digital environment: {Revised} typology of risks}, shorttitle = {Children in the digital environment}, url = {https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en}, abstract = {The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.}, language = {en}, urldate = {2022-12-28}, institution = {OECD}, author = {OECD}, year = {2021}, doi = {10.1787/9b8f222e-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 4804264:V32SB4F3}, keywords = {Final\_citation, existing}, } @techreport{serrant_children_2014, type = {University of {Pittsburgh} {ETD}}, title = {Children, {Learning} and {Chronic} {Natural} {Disasters}: {How} {Does} the {Government} of {Dominica} {Address} {Education} {During} {Low}-{Intensity} {Hurricanes}?}, shorttitle = {{CHILDREN}, {LEARNING} {AND} {CHRONIC} {NATURAL} {DISASTERS}}, url = {http://d-scholarship.pitt.edu/20340/}, abstract = {By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters.}, language = {en}, urldate = {2020-11-19}, author = {Serrant, Ted Donaldson}, month = jan, year = {2014}, note = {Num Pages: 271 Publisher: University of Pittsburgh KerkoCite.ItemAlsoKnownAs: 2129771:BD8EJT9K 2486141:M658E5VB}, keywords = {\_Added to LR, \_G:reviewed}, } @misc{council_of_europe_childrens_2021, title = {Children’s data protection in an education setting - {Guidelines}}, url = {https://edoc.coe.int/en/children-and-the-internet/9620-childrens-data-protection-in-an-education-setting-guidelines.html}, abstract = {Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.}, language = {en}, urldate = {2022-12-28}, journal = {Council of Europe Publishing}, author = {Council of Europe}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:77TDEBRB}, keywords = {Final\_citation, existing}, } @misc{noauthor_childrens_nodate, title = {Children’s {Home} – {Sovereign} {House} {GH}}, url = {https://sovereignhousegh.com/childrens-home/}, language = {en-US}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DFTXX7VV 4682641:H2IKAT45}, } @inproceedings{west_childrens_2022, title = {Children's {Privacy}: {An} {Evaluation} of {EdTech} {Privacy} {Policies}}, shorttitle = {Children's {Privacy}}, abstract = {Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators.}, language = {en}, author = {West, Tobi}, month = nov, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BUDB5BCL 4804264:KWUDC3NI}, keywords = {Final\_citation, anystyle, existing}, } @article{easton_childrens_2015, title = {Children's travel to school—the interaction of individual, neighbourhood and school factors}, volume = {44}, issn = {0967-070X}, url = {https://www.sciencedirect.com/science/article/pii/S0967070X15300196}, doi = {10.1016/j.tranpol.2015.05.023}, abstract = {The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.}, language = {en}, urldate = {2021-03-25}, journal = {Transport Policy}, author = {Easton, Sue and Ferrari, Ed}, month = nov, year = {2015}, keywords = {Active transport, Mode of travel, Motorised transport, Multilevel model, Pupils, Secondary, Sociospatial, Travel to school}, pages = {9--18}, } @book{lancy_childrens_2012, title = {Children's {Work} and {Apprenticeship}}, url = {https://works.bepress.com/david_lancy/120/download/}, language = {en}, author = {Lancy, DF}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BQL6WTEL 2317526:L8VWPZD5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, A:East Africa, C:Burkina Faso, C:Guinea, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, P:crafts, R:survey, T:Formal apprenticeship, T:Lehrlingsausbildung, publicImportV1}, } @article{singal_children_nodate, title = {children with disabilities: a review of {African} scholarship. {CANDER}.}, shorttitle = {children with disabilities}, author = {Singal, N. and Spenser, C. and Mitchell, R.}, keywords = {⛔ No DOI found}, } @techreport{the_african_child_policy_forum_children_2011, title = {Children with disabilities in {Uganda}: {The} hidden reality}, author = {{The African Child Policy Forum}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XEQDBT2D 2486141:XBCBKX6S}, } @article{king_chinas_2010, title = {China's cooperation in education and training with {Kenya}: {A} different model?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059310000362}, doi = {10.1016/j.ijedudev.2010.03.014}, abstract = {Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.}, language = {en}, journal = {International Journal of Educational Development}, author = {King, Kenneth}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.03.014 10/fczrfd 2129771:N3FZ3A25 2317526:ZNRL39CJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, F:pay, T:Training, Z:African training in China, Z:China's education targets, Z:China–Africa, Z:China–Kenya, Z:Chinese aid, Z:Confucius Institutes, Z:Forum for China–Africa Cooperation, publicImportV1}, } @article{ayenagbo_chinas_2012, title = {China’s peacekeeping operations in {Africa}: {From} unwilling participation to responsible contribution}, volume = {6}, shorttitle = {China’s peacekeeping operations in {Africa}}, url = {https://scholar.archive.org/work/242s5yeoejgq5afrxsqukgncnu/access/wayback/http://www.operationspaix.net/DATA/DOCUMENT/7538~v~Chinas_Peacekeeping_Operations_in_Africa__From_Unwilling_Participation_to_Responsible_Contribution.pdf}, number = {2}, urldate = {2023-12-05}, journal = {African Journal of Political Science and International Relations}, author = {Ayenagbo, Kossi and Njobvu, Tommie and Sossou, James V. and Tozoun, Biossey K.}, year = {2012}, keywords = {⛔ No DOI found}, pages = {22--32}, } @inproceedings{kadzamira_chronic_2014, address = {Lilongwe}, title = {Chronic {Under}-{Completion} in {Malawi}’s {Primary} {Schools}: {Its} trends and determinants}, language = {en}, booktitle = {Education {Access}: {Opening} spaces for marginalized {Conference}, {Capital} {Hotel}}, author = {Kadzamira, Esme}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JSA9WNI 4752638:JWG9XBTG 4752638:N549JHQ6}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @misc{noauthor_cies_nodate, title = {{CIES} {Cost} {Guidance}}, url = {https://www.youthpower.org/sites/default/files/YouthPower/files/resources/CIES_CostGuidance_finalslides.pdf}, urldate = {2022-12-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TH5287BQ}, } @misc{fishman_circl_2019, title = {{CIRCL} {Primer}: {Design}-{Based} {Implementation} {Research}.}, url = {http://circlcenter.org/dbir/}, journal = {CIRCL}, author = {Fishman, B and Cheng, B and Penuel, W}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PTPNTRAV 2447227:38L7DGC2 4426965:PS3WLHKF}, } @article{ajadi_circularity_2015, title = {Circularity in the {Built} {Environment}; {A} {Criteria} {Based} {Template}’, (written in 2015, submitted for publication 2021) {Master} of {Design} {Thesis}}, language = {en}, journal = {Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design}, author = {Ajadi, S.B.}, year = {2015}, keywords = {⛔ No DOI found}, } @article{small_cited_1978, title = {Cited documents as concept symbols}, volume = {8}, doi = {10.1177/030631277800800305}, language = {en}, number = {3}, journal = {Social Studies of Science}, author = {Small, H.G.}, year = {1978}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/030631277800800305 2129771:XUTEJFD8 2486141:GWKRDB2I}, pages = {327--340}, } @article{mulenga_civic_2022, title = {Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in {Lusaka}, {Zambia}}, volume = {3}, url = {https://www.ajol.info/index.php/eajess/article/view/225260}, doi = {10.46606/eajess2022v03i02.0171}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences (EAJESS)}, author = {Mulenga, Innocent Mutale and Ng’andu, Moonga}, year = {2022}, pages = {166--177}, } @misc{usaid_learning_lab_cla_nodate, type = {website}, title = {{CLA} {Toolkit}}, url = {https://usaidlearninglab.org/cla/cla-toolkit}, urldate = {2022-12-18}, author = {{USAID Learning Lab}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YCUTBDPJ}, } @book{sseip_class_2020, title = {Class {I} + {Class} {II} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745149}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745149}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745149 2129771:FCPVSMQ2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_class_2020, title = {Class {III} + {Class} {IV} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745151}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745151}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745151 2129771:BX8FXSGM}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_class_2020, title = {Class {V} + {Class} {VI} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745153}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745153}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745153 2129771:8VUWYYJK 2129771:PFS92B3V}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @inproceedings{an_classbeacons_2018, address = {New York, NY, USA}, series = {{TEI} '18}, title = {{ClassBeacons}: {Designing} {Distributed} {Visualization} of {Teachers}' {Physical} {Proximity} in the {Classroom}}, isbn = {978-1-4503-5568-1}, shorttitle = {{ClassBeacons}}, url = {https://doi.org/10.1145/3173225.3173243}, doi = {10.1145/3173225.3173243}, abstract = {As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.}, urldate = {2021-03-07}, booktitle = {Proceedings of the {Twelfth} {International} {Conference} on {Tangible}, {Embedded}, and {Embodied} {Interaction}}, publisher = {Association for Computing Machinery}, author = {An, Pengcheng and Bakker, Saskia and Ordanovski, Sara and Taconis, Ruurd and Eggen, Berry}, month = mar, year = {2018}, keywords = {ambient information system, classroom, distributed display, learner-centered education, teacher proximity}, pages = {357--367}, } @article{jochem_classifying_2020, title = {Classifying settlement types from multi-scale spatial patterns of building footprints}, issn = {2399-8083}, url = {https://doi.org/10.1177/2399808320921208}, doi = {10.1177/2399808320921208}, abstract = {Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery ({\textless}1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies.}, language = {en}, urldate = {2021-03-18}, journal = {Environment and Planning B: Urban Analytics and City Science}, author = {Jochem, Warren C and Leasure, Douglas R and Pannell, Oliver and Chamberlain, Heather R and Jones, Patricia and Tatem, Andrew J}, month = may, year = {2020}, note = {Publisher: SAGE Publications Ltd STM}, keywords = {Urban morphology, classification, land use, spatial analysis, urban analytics}, pages = {2399808320921208}, } @article{major_classroom_2018, title = {Classroom dialogue and digital technologies: {A} scoping review}, issn = {1360-2357, 1573-7608}, shorttitle = {Classroom dialogue and digital technologies}, url = {https://link.springer.com/article/10.1007/s10639-018-9701-y}, doi = {10.1007/s10639-018-9701-y}, abstract = {This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.}, language = {en}, urldate = {2018-06-09}, journal = {Education and Information Technologies}, author = {Major, L. and Warwick, P. and Rasmussen, I. and Ludvigsen, S. and Cook, V.}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2129771:FDF826ZS 2129771:J9CF7AAC}, keywords = {\_C:Australia AUS, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Greece GRC, \_C:Israel ISR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, pages = {1--34}, } @article{macaulay_classroom_1990, title = {Classroom {Environment}: a literature review}, volume = {10}, issn = {0144-3410, 1469-5820}, shorttitle = {Classroom {Environment}}, url = {http://www.tandfonline.com/doi/abs/10.1080/0144341900100305}, doi = {10.1080/0144341900100305}, abstract = {The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students' preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.}, language = {en}, number = {3}, urldate = {2022-05-28}, journal = {Educational Psychology}, author = {MacAulay, Dolina J.}, month = jan, year = {1990}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/0144341900100305 KerkoCite.ItemAlsoKnownAs: 10.1080/0144341900100305 2129771:6K3SWY58 4682641:9U5EVL7H 4682641:GERE6GE8}, keywords = {BE:RELEVANT}, pages = {239--253}, } @article{ackers_classroom_2001, title = {Classroom interaction in {Kenyan} primary schools. {Compare}: {A}}, volume = {31}, url = {https://doi.org/10.1080/03057920123230.}, doi = {10.1080/03057920120053238}, number = {2}, journal = {Journal of Comparative and International Education}, author = {Ackers, J. and Hardman, F.}, year = {2001}, pages = {245--261}, } @misc{noauthor_classroom_nodate, title = {Classroom of {Hope}}, url = {https://classroomofhope.org/}, abstract = {Classroom of Hope is a non-profit organisation that builds schools and distributes scholarships in rural parts of developing countries.}, language = {en-US}, urldate = {2022-06-01}, journal = {Classroom of Hope}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NHCD96VS 4682641:XRAPCTUE}, } @article{chimombo_classroom_2000, title = {Classroom, school and home factors that negatively affect girls’ education in {Malawi}}, shorttitle = {Classroom, {School} and {Home} {Factors} {That} {Negatively} {Affect} {Girls}’ {Education} in {Malawi}}, journal = {UNICEF, New York}, author = {Chimombo, Joseph and Chibwanna, Mike and Dzimadzi, Chris and Kadzamira, Esme and Kunkwenzu, Esther and Kunje, Demis and Namphota, Dorothy}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JMUINXD6 4752638:5E8AUF8T 4752638:TW9IN2WC}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, pages = {1--142}, } @article{pule_classroom_2021, title = {Classroom {Temperature} and {Learner} {Absenteeism} in {Public} {Primary} {Schools} in the {Eastern} {Cape}, {South} {Africa}}, volume = {18}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, url = {https://www.mdpi.com/1660-4601/18/20/10700}, doi = {10.3390/ijerph182010700}, abstract = {Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90\% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.}, language = {en}, number = {20}, urldate = {2022-05-28}, journal = {International Journal of Environmental Research and Public Health}, author = {Pule, Vicky and Mathee, Angela and Melariri, Paula and Kapwata, Thandi and Abdelatif, Nada and Balakrishna, Yusentha and Kunene, Zamantimande and Mogotsi, Mirriam and Wernecke, Bianca and Wright, Caradee Yael}, year = {2021}, note = {Number: 20 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph182010700 2129771:5X34U8BJ 4682641:BHIB2K49 4682641:DIRGNF86 4682641:FCN58JLB 4682641:H9CT2TIJ 4682641:K5QU8QEA}, keywords = {BE:LMIC, BE:RELEVANT, climate change, cold, environmental health, heat, humidity, public health, schoolchildren}, pages = {10700}, } @misc{who_climate_nodate, title = {Climate change}, url = {https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health}, abstract = {WHO fact sheet on climate change and health: provides key facts, patterns of infection, measuring health effects and WHO response.}, language = {en}, urldate = {2024-03-24}, author = {{WHO}}, } @misc{fab_inc_climate_2023, address = {Tanzania}, title = {Climate, {Enviroment} and {Education} - {Presentation} for the {Tanzania} {Education} {Donors}-{Partners} working group}, abstract = {Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment.}, language = {EN}, author = {{Fab Inc} and {Laterite} and {Open Development and Education}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FKT25FYV}, } @article{stoll_climate_2022, title = {Climate impacts of the metaverse}, volume = {6}, issn = {2542-4351}, url = {https://www.sciencedirect.com/science/article/pii/S2542435122005220}, doi = {10.1016/j.joule.2022.10.013}, abstract = {Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies.}, number = {12}, urldate = {2024-03-17}, journal = {Joule}, author = {Stoll, Christian and Gallersdörfer, Ulrich and Klaaßen, Lena}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IYGCXSV7 2129771:P8PSQK3D 2129771:PW39QGGI}, pages = {2668--2673}, } @techreport{villavicencio_climate-resilient_2023, type = {Presentation - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Climate-resilient school buildings}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/FVMXNR7R}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {14}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Hassler, Bjoern}, month = nov, year = {2023}, doi = {10.53832/opendeved.1031}, note = {ZenodoArchiveID: 10203951 ZenodoArchiveConcept: 10203950 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1031 2129771:FVMXNR7R}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @inproceedings{clegg_climate_2019, title = {Climate {Responsive} {Design}}, url = {https://fcbstudios.com/practice/explore/manifesto-for-climate-responsive-design/}, abstract = {Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment.}, language = {en}, booktitle = {Proceedings of a conference on raising awareness of {Climate} {Responsive} {Design} in {East} {Africa}}, publisher = {Enabel}, author = {Clegg, Peter and Sandeman, Isabel}, month = feb, year = {2019}, } @article{gutierrez_closing_2014, title = {Closing the achievement gap in mathematics: {Evidence} from a remedial program in {Mexico} {City}}, volume = {23}, url = {https://link.springer.com/content/pdf/10.1007/s40503-014-0014-2.pdf}, doi = {10.1007/s40503-014-0014-2}, abstract = {This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.}, number = {14}, urldate = {2020-11-17}, journal = {Latin American Economic Review}, author = {Gutiérrez, Emilio and Rodrigo, Rodimiro}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40503-014-0014-2 2129771:4YB3RK8Y 2486141:FURZ7YR7}, keywords = {\_Added to LR, \_G:reviewed}, } @article{mason_closing_2018, title = {Closing the {Attainment} {Gap}: {Collaboration} between {Schools} in {Sierra} {Leone}}, volume = {35}, shorttitle = {Closing the {Attainment} {Gap}}, url = {https://shop.bps.org.uk/educational-child-psychology-vol-35-no-1-june-2018-closing-the-attainment-gap-what-gap}, abstract = {Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.}, language = {en}, number = {1}, urldate = {2022-12-24}, journal = {Educational \& Child Psychology}, author = {Mason, Miriam and Galloway, David and Joyce-Gibbons, Andrew}, month = jun, year = {2018}, note = {Publisher: British Psychological Society ERIC Number: EJ1247348 KerkoCite.ItemAlsoKnownAs: 4869029:P8HC3J4Z 4869029:V2897MQ4}, keywords = {Achievement Gap, Data Collection, Developing Nations, Disadvantaged Youth, Elementary School Teachers, Exit Examinations, Foreign Countries, Institutional Cooperation, Nongovernmental Organizations, Outcomes of Education, Professional Continuing Education, Program Design, Replication (Evaluation), School Closing, School Effectiveness, Workshops, ⛔ No DOI found}, pages = {27--39}, } @article{outhwaite_closing_2017, title = {Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in {UK} primary school children}, volume = {108}, shorttitle = {Closing the gap}, doi = {10.1016/j.compedu.2017.01.011}, journal = {Computers \& Education}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, year = {2017}, note = {00012 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.01.011 10/f927ww 2129771:CEG5DZVR 2129771:H7H4JP2F 2129771:XIPD42HT}, keywords = {\_\_C:filed:1}, pages = {43--58}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb}, pages = {143--185}, } @incollection{penuel_co-design_2019, title = {Co-design as infrastructuring with attention to power: {Building} collective capacity for equitable teaching and learning through design-based implementation research}, shorttitle = {Co-design as infrastructuring with attention to power}, booktitle = {Collaborative curriculum design for sustainable innovation and teacher learning}, publisher = {Springer, Cham}, author = {Penuel, William R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5HLN7DPY}, pages = {387--401}, } @inproceedings{durall_co-design_2020, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Co-design for a {Competency} {Self}-assessment {Chatbot} and {Survey} in {Science} {Education}}, isbn = {978-3-030-50506-6}, doi = {10.1007/978-3-030-50506-6_2}, abstract = {This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area.}, language = {en}, booktitle = {Learning and {Collaboration} {Technologies}. {Human} and {Technology} {Ecosystems}}, publisher = {Springer International Publishing}, author = {Durall, Eva and Kapros, Evangelos}, editor = {Zaphiris, Panayiotis and Ioannou, Andri}, year = {2020}, keywords = {Chatbots, Co-design, Competencies}, pages = {13--24}, } @misc{noauthor_coaching_nodate, title = {Coaching at {Scale} v3.pdf}, } @book{higgins_cochrane_2008, address = {Chichester, UK}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, language = {en}, publisher = {John Wiley \& Sons, Ltd}, author = {Higgins, JPT and Green, S}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3PNRC4KK 2129771:XZQ86FGE 2405685:Q8VEVR5Y 2486141:2G6J9ZEA}, } @book{higgins_cochrane_2011, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, isbn = {978-1-119-96479-7}, url = {http://handbook-5-1.cochrane.org/}, abstract = {Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Higgins, Julian P. T. and Green, Sally}, month = aug, year = {2011}, note = {Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 261495:9MDYPILH}, keywords = {Medical / General}, } @book{higgins_cochrane_2023, edition = {6.4}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, url = {https://training.cochrane.org/handbook/current}, language = {en}, urldate = {2023-11-02}, publisher = {Cochrane Training}, author = {Higgins, Julian and Thomas, James}, year = {2023}, } @misc{higgins_cochrane_2019, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}: {Eligibility} criteria}, url = {https://handbook-5-1.cochrane.org/chapter_5/5_1_2_eligibility_criteria.htm}, urldate = {2020-08-24}, author = {Higgins, Julian P. T. and Thomas, James and Chandler, Jacqueline and Crumpston, Miranda and Li, Tianjing and Page, Matthew and Welch, Vivan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2ZUNU9ZU}, } @techreport{garritty_cochrane_2020, title = {Cochrane {Rapid} {Reviews}. {Interim} {Guidance} from the {Cochrane} {Rapid} {Reviews} {Methods} {Group}​}, author = {Garritty, C. and Gartlehner, G. and Kamel, C. and King, V.J. and Nussbaumer-Streit, B. and Stevens, A. and Hamel, C. and Affengruber, L.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HF4EKIYE}, } @techreport{mcburnie_codebook_2024, type = {Other}, title = {Codebook for {Systematic} {Literature} {Review} on {Understanding} {Quality} {Characteristics} of {EdTech} {Interventions} and {Implementation} for {Disadvantaged} {Pupils}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/MMFGEJ2B}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1076}, note = {ZenodoArchiveID: 10697640 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1076 ZenodoArchiveConcept: 10697639}, keywords = {Internal, \_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @misc{noauthor_codesign_nodate, title = {Codesign {Framework}}, url = {https://www.codesignframework.com}, language = {en-US}, urldate = {2023-02-02}, journal = {codesign}, } @techreport{noauthor_codesigning_nodate, title = {Codesigning {Schools} {Toolkit}}, url = {https://www.codesigningschools.com/}, urldate = {2021-06-06}, } @misc{noauthor_codesigning_nodate, title = {Codesigning {Schools} {Toolkit} - {Phase} 1}, url = {https://www.codesigningschools.com/toolkit-phase-one}, urldate = {2021-06-06}, } @article{feldon_cognitive_2007, title = {Cognitive {Load} and {Classroom} {Teaching}: {The} {Double}-{Edged} {Sword} of {Automaticity}}, volume = {42}, issn = {0046-1520, 1532-6985}, shorttitle = {Cognitive {Load} and {Classroom} {Teaching}}, url = {https://www.tandfonline.com/doi/full/10.1080/00461520701416173}, doi = {10.1080/00461520701416173}, language = {en}, number = {3}, urldate = {2022-07-28}, journal = {Educational Psychologist}, author = {Feldon, David F.}, month = jul, year = {2007}, pages = {123--137}, } @article{lan_cognitive_2022, title = {Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°{C} range}, volume = {32}, issn = {0905-6947, 1600-0668}, url = {https://onlinelibrary.wiley.com/doi/10.1111/ina.12916}, doi = {10.1111/ina.12916}, abstract = {This study managed to create thermal comfort conditions at three temperatures (24°C-­T24, 26°C-­T26, and 28°C-­T28) by adjusting clothing and air velocity. Thirty-­ six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, 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. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-­estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10\% at T26 and by 6\% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.}, language = {en}, number = {1}, urldate = {2022-05-29}, journal = {Indoor Air}, author = {Lan, Li and Tang, Jieyu and Wargocki, Pawel and Wyon, David P and Lian, Zhiwei}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12916 2129771:IZDK8FG8 4682641:CIQ8XNFD 4682641:M2MHIUAK}, keywords = {BE:RELEVANT}, } @article{dillon_cognitive_2017, title = {Cognitive {Science} in the {Field}: {A} {Preschool} {Intervention} {Durably} {Enhances} {Intuitive} {But} {Not} {Formal} {Mathematics}.}, url = {https://science.sciencemag.org/content/357/6346/47/tab-figures-data}, author = {Dillon, Moira R. and Kannan, Harina and Dean, Joshua T. and Spelke, Elizabeth S. and Duflo, Esther}, year = {2017}, pages = {47--55}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT}, keywords = {Important, Read}, pages = {140--154}, } @techreport{commonwealth_of_learning_col_2020, title = {{COL} in the {Commonwealth}: {Sierra} {Leone}}, url = {http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y}, urldate = {2020-06-25}, author = {Commonwealth of Learning}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8KSADXRZ 2405685:I3SFDGVA}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_colandr_nodate, title = {colandr}, url = {https://www.colandrapp.com/signin}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZK9LYPY5 2405685:JQFRYJUC 2486141:DSMI6R63}, keywords = {\_Added-ailr-2024}, } @article{butler_collaboration_2004, title = {Collaboration and self-regulation in teachers' professional development}, volume = {20}, shorttitle = {Collaboration and self-regulation in teachers' professional development}, doi = {10.1016/j.tate.2004.04.003}, number = {5}, journal = {Teaching and Teacher Education}, author = {Butler, D.L. and Lauscher, H.N. and Jarvis-Selinger, S. and Beckingham, B.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2004.04.003 10/cchbhg 2129771:KS9UAIYH 261495:FZ6SUSM7}, pages = {435--455}, } @article{looi_collaborative_2010, title = {Collaborative activities enabled by {GroupScribbles}: {An} exploratory study of learning effectiveness}, volume = {54}, shorttitle = {Collaborative activities enabled by {GroupScribbles}: {An} exploratory study of learning effectiveness}, doi = {10.1016/j.compedu.2009.07.003}, number = {1}, journal = {Computers and Education}, author = {Looi, C. and Chen, W. and Ng, F.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2009.07.003 10/fqwtfv 2129771:L65CWGFM 261495:FZHP7NJM}, pages = {14--26}, } @article{dai_collaborative_2023, title = {Collaborative construction of artificial intelligence curriculum in primary schools}, volume = {112}, issn = {1069-4730, 2168-9830}, url = {https://onlinelibrary.wiley.com/doi/10.1002/jee.20503}, doi = {10.1002/jee.20503}, abstract = {Abstract Background The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher‐initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms. Methods A 3‐year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach. Results Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state‐level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.}, language = {en}, number = {1}, urldate = {2024-02-24}, journal = {Journal of Engineering Education}, author = {Dai, Yun and Liu, Ang and Qin, Jianjun and Guo, Yanmei and Jong, Morris Siu‐Yung and Chai, Ching‐Sing and Lin, Ziyan}, month = jan, year = {2023}, pages = {23--42}, } @article{deluca_collaborative_2015, title = {Collaborative inquiry as a professional learning structure for educators: a scoping review}, volume = {41}, copyright = {Extra URL: http://www.tandfonline.com/doi/full/10.1080/19415257.2014.933120}, issn = {1941-5257, 1941-5265}, shorttitle = {Collaborative inquiry as a professional learning structure for educators}, url = {https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review}, doi = {10.1080/19415257.2014.933120}, language = {en}, number = {4}, urldate = {2021-05-28}, journal = {Professional Development in Education}, author = {DeLuca, Christopher and Shulha, Jason and Luhanga, Ulemu and Shulha, Lyn M. and Christou, Theodore M. and Klinger, Don A.}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.933120 2405685:P9ZIAF7Z 2534378:UEDI3VF6}, pages = {640--670}, } @article{abrahams_collaborative_1997, title = {Collaborative space in {South} {African} schools: {A} comparative perspective}, doi = {10.2307/2668168}, journal = {Journal of Negro Education}, author = {Abrahams, Mark A.}, year = {1997}, note = {ISBN: 0022-2984 Publisher: JSTOR}, pages = {409--422}, } @inproceedings{golding_j_collaborative_2018, address = {Aga Khan University, Dar es Salaam, Tanzania}, title = {Collaborative workshops for sustainable teacher development. {In} {Proceedings} of {AFRICME5}}, url = {https://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf}, author = {{Golding J.}}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:45RZIPJS}, pages = {173 -- 177}, } @techreport{noauthor_collection_nodate, title = {Collection}, } @misc{noauthor_collective_nodate, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, journal = {ODI: Think change}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9AZYCCK2 4556019:GLCTA6ZM}, } @techreport{cummings_collective_2016, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, author = {Cummings, Clare}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 4556019:2MDNIQ4B}, keywords = {C:Niger}, } @article{moriarty_collective_2020, title = {Collective impacts on a global education emergency: {The} power of network response}, volume = {49}, shorttitle = {Collective impacts on a global education emergency}, doi = {10.1007/s11125-020-09483-0}, number = {1}, journal = {Prospects}, author = {Moriarty, Kate}, year = {2020}, note = {Publisher: Springer}, pages = {81--85}, } @misc{noauthor_college_nodate, title = {College {Improvement} {Advisors} {Manual}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HYHSEPC8 2129771:S6P5G239}, } @article{manning-ouellette_college-level_2022, title = {College-{Level} {Sex} {Education} {Courses}: {A} {Systematic} {Literature} {Review}}, volume = {0}, issn = {1554-6128}, shorttitle = {College-{Level} {Sex} {Education} {Courses}}, url = {https://doi.org/10.1080/15546128.2022.2026850}, doi = {10.1080/15546128.2022.2026850}, abstract = {Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.}, number = {0}, urldate = {2022-04-05}, journal = {American Journal of Sexuality Education}, author = {Manning-Ouellette, Amber and Shikongo-Asino, Josephine}, month = feb, year = {2022}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/15546128.2022.2026850}, keywords = {College, higher education, sex education}, pages = {1--26}, } @article{manouchehri_collegial_2007, title = {Collegial interaction and reflective practice}, volume = {22}, shorttitle = {Collegial interaction and reflective practice}, doi = {10.1080/01626620.2001.10463032}, number = {4}, journal = {Action In Teacher Education}, author = {Manouchehri, A.}, month = nov, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01626620.2001.10463032 10/fxp2hp 2129771:2YHRW8FH 261495:T5U6JKGI}, pages = {86--97}, } @inproceedings{noauthor_colloque_2005, title = {Colloque de {Libreville} au {Gabon} Éducation technologique, formation professionnelle et développement durable}, shorttitle = {2005}, url = {https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/}, abstract = {Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef …}, language = {fr-FR}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7SKMBZ4H 2317526:2FTSXR2A}, keywords = {⛔ No DOI found}, } @article{ahmed_combined_2022, title = {Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate}, volume = {32}, doi = {10.1111/ina.13004}, number = {2}, journal = {Indoor air}, author = {Ahmed, Riham and Mumovic, Dejan and Bagkeris, Emmanouil and Ucci, Marcella}, year = {2022}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13004 2129771:7WXPHPA2 4682641:MM48GLCP}, keywords = {BE:RELEVANT}, pages = {e13004}, } @article{kaab_combined_2019, title = {Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production}, volume = {664}, url = {https://www.sciencedirect.com/science/article/pii/S0048969719304838}, doi = {10.1016/j.scitotenv.2019.02.004}, urldate = {2024-02-24}, journal = {Science of the Total Environment}, author = {Kaab, Ali and Sharifi, Mohammad and Mobli, Hossein and Nabavi-Pelesaraei, Ashkan and Chau, Kwok-wing}, year = {2019}, note = {Publisher: Elsevier}, pages = {1005--1019}, } @article{jurowetzki_combining_2018, title = {Combining innovation systems and global value chains for development: {Towards} a research agenda}, volume = {30}, shorttitle = {Combining innovation systems and global value chains for development}, doi = {10.1057/s41287-018-0137-4}, number = {3}, journal = {The European Journal of Development Research}, author = {Jurowetzki, Roman and Lema, Rasmus and Lundvall, Bengt-Åke}, year = {2018}, note = {Publisher: Springer}, pages = {364--388}, } @techreport{hauschildt_comet_2016, title = {{COMET} {South} {Africa}: {Final} {Report} and {Documentation} of {Test} {Results} of {Electricians}, {Mechatronics}, {Motor} {Mechanics}, and {Welders}}, url = {http://www.merseta.org.za/KnoRep/ARTISAN%20DEVELOPMENT/Final%20COMET%20Report%20-%20December%202016.pdf}, urldate = {2020-05-28}, author = {Hauschildt, Ursel}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DMZVWH6T 2317526:D2AQQTXQ}, } @techreport{martin_coming_2023, title = {(coming soon)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/GB7RGIS8}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Martin, Anna and Grace, Macharia and Ombeta, Magwari Charles}, year = {2023}, doi = {10.53832/opendeved.1012}, note = {ZenodoArchiveID: 8392523 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1012 ZenodoArchiveConcept: 8392522}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{martin_coming_2023, title = {(coming soon)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/BHSCJPVS}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Martin, Anna and Grace, Macharia and Ombeta, Magwari Charles}, year = {2023}, doi = {10.53832/opendeved.1013}, note = {ZenodoArchiveID: 8392527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1013 ZenodoArchiveConcept: 8392526}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{willmott_commercialising_2003, title = {Commercialising higher education in the {UK}: {The} state, industry and peer review}, volume = {28}, shorttitle = {Commercialising higher education in the {UK}}, doi = {10.1080/0307507032000058127}, number = {2}, journal = {Studies in Higher Education}, author = {Willmott, Hugh}, year = {2003}, note = {Publisher: Taylor \& Francis}, pages = {129--141}, } @misc{education_advisers_common_2018, title = {Common {Types} of {SEN} - {Best} {SEN} {Schools} - special educational needs schools in the {UK}}, url = {https://www.best-sen-schools.co.uk/page.asp?t=SEN-Types}, urldate = {2021-03-25}, author = {Education Advisers}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GP4W2T6A 2486141:T5MSWUSE}, } @book{westwood_commonsense_2007, title = {Commonsense methods for children with special educational needs}, url = {https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203964361&type=googlepdf}, urldate = {2024-03-27}, publisher = {Routledge}, author = {Westwood, Peter}, year = {2007}, } @techreport{hasler_commonwealth_2023, title = {Commonwealth {Collaboration} to {Achieve} {The} {Sustainable} {Development} {Goals}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/N9Q6CJIS}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn}, month = may, year = {2023}, doi = {10.53832/opendeved.0290}, note = {ZenodoArchiveID: 7886836 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0290 ZenodoArchiveConcept: 7886835}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @inproceedings{hasler_commonwealth_2022, address = {Nairobi, Kenya}, title = {Commonwealth {Collaboration} to {Build} {Back} {Better}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DABFT2LD}, doi = {10.53832/opendeved.0275}, author = {Haßler, Björn}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0275 2129771:DABFT2LD}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_yl:c}, } @misc{noauthor_commonwealth_nodate, title = {Commonwealth education ministers to discuss post-{COVID}-19 recovery at {Nairobi} conference}, url = {https://thecommonwealth.org/press-release/commonwealth-education-ministers-discuss-post-covid-19-recovery-nairobi-conference}, abstract = {Top policymakers are set to meet in Kenya for the 21st Conference of Commonwealth Education Ministers to discuss pressing education challenges at a time the world is recovering from the negative impacts of the pandemic.}, language = {en}, urldate = {2022-04-18}, journal = {Commonwealth}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I8872BY4 2129771:WDRMLZLA}, keywords = {auto\_merged}, } @book{osman_commonwealth_2022, title = {Commonwealth {Educational} {Leadership} {Handbook}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/963}, abstract = {Commonwealth Education Ministers and stakeholders have consistently stressed the need to improve school leadership giventhe impact that it can have on school performance and learning outcomes. In 2018, at the 20th Commonwealth Conference of Education Ministers (20CCEM), ministers acknowledged that good governanceand effective educational management practices are central to realising equitable access to quality education. Ministers agreedthat high-quality teaching is a priority, and that the Member States should focus on how teachers and school leaders are trained,recruited and motivated and how the profession is governed. Effective and knowledgeable leaders and managers are essentialthroughout all areas of school management practice because they have an impact on the learning outcomes of children, youngpeople, families and the wider community. This handbook is a practical, immediate response to expressed needs in school leadership development. It aims to supportefforts to integrate school leadership development in the professional development of the education work force, includingthrough reflective practice and conversations about professional development and personal growth.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Osman, Amina and Miller, Paul}, month = jul, year = {2022}, doi = {10.14217/ComSec.963}, } @techreport{commonwealth_secretariat_commonwealth_2021, title = {Commonwealth {Secretariat} {Strategic} {Plan} 2021/22 – 2024/25}, url = {https://commonwealthchamber.com/commonwealth-secretariat-strategic-plan-2021-22-2024-25/}, author = {{Commonwealth Secretariat}}, month = sep, year = {2021}, } @article{fleerackers_communicating_2021, title = {Communicating {Scientific} {Uncertainty} in an {Age} of {COVID}-19: {An} {Investigation} into the {Use} of {Preprints} by {Digital} {Media} {Outlets}}, volume = {0}, issn = {1041-0236}, shorttitle = {Communicating {Scientific} {Uncertainty} in an {Age} of {COVID}-19}, url = {https://doi.org/10.1080/10410236.2020.1864892}, doi = {10.1080/10410236.2020.1864892}, abstract = {In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings.}, number = {0}, urldate = {2021-10-05}, journal = {Health Communication}, author = {Fleerackers, Alice and Riedlinger, Michelle and Moorhead, Laura and Ahmed, Rukhsana and Alperin, Juan Pablo}, month = jan, year = {2021}, pmid = {33390033}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10410236.2020.1864892}, pages = {1--13}, } @techreport{wittels_communication_2016, address = {London}, title = {Communication in {Sierra} {Leone}: an {Analysis} of {Media} and {Mobile} {Resources}}, url = {http://downloads.bbc.co.uk/rmhttp/mediaaction/pdf/research/mobile-media-landscape-sierra-leone-report.pdf}, language = {EN}, institution = {BBC Media Action}, author = {Wittels, Annabelle and Maybanks, Nick}, month = may, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2129771:GTQ7UMGP}, keywords = {\_C:Sierra Leone SLE}, } @article{group_community-directed_2009, title = {Community-{Directed} {Interventions} for {Priority} {Health} {Problems} in {Africa}: {Results} of a {Multicountry} {Study}}, volume = {88}, language = {en}, number = {509}, journal = {Bulletin of World Health Organization}, author = {Group, The C.D.I.Study}, collaborator = {Adesina, Adedoyin}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B64ZMR3S 2129771:MIZREVBI 2486141:5YRMUVJZ}, keywords = {⛔ No DOI found}, pages = {518}, } @article{group_community-directed_2010, title = {Community-directed interventions for priority health problems in {Africa}: results of a multicountry study}, volume = {88}, language = {en}, number = {509}, journal = {Bulletin of the World Health Organization}, author = {Group, The C.D.I.Study}, collaborator = {Akogun, Oladele B}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4GDFSCPN 2129771:BTASB7JF 2486141:8K5XMMVL}, keywords = {⛔ No DOI found}, pages = {518}, } @article{akogun_community-directed_2001, title = {Community-{Directed} {Treatment} of onchocerciasis with {Ivermectin} in {Takum}, {Nigeria}}, volume = {6}, doi = {10.1046/j.1365-3156.2001.00696.x}, language = {en}, number = {3}, journal = {Tropical Medicine and International Health. Mar}, author = {Akogun, Oladele B and Audu, Z. and Weiss, M.G. and Adelakun, A.O. and Akoh, J.I. and Akogun, M.K. and Remme, H. and Kale, O.O.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WDPCEBIT 2129771:X2RHT8IZ 2486141:ZIPSW25K}, pages = {232--43}, } @techreport{who_community-directed_1998, title = {Community-{Directed} {Treatment} with {Ivermectin} ({CDTI}): a practical guide for trainers of community directed distributors}, language = {en}, institution = {APOC/WHO Publication}, author = {{WHO}}, collaborator = {Akogun, Oladele B}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4L2SNBJT 2129771:R8KTU7VD 2486141:75PJ284G}, } @book{berg_community_2006, address = {Place of publication not identified}, title = {Community \& {Family} {Engagement}. {Principals} {Share} {What} {Works}}, isbn = {978-1-933493-08-4}, abstract = {This paper explores ways in which principals of community schools--and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner--work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.].}, language = {en}, publisher = {Distributed by ERIC Clearinghouse}, author = {Berg, Amy C and Melaville, Atelia and Blank, Martin J and Coalition for Community Schools, DC, Washington and National Association of Secondary School Principals, VA, Reston and National Association of Elementary School Principals, DC, Washington}, year = {2006}, note = {OCLC: 1065114947 KerkoCite.ItemAlsoKnownAs: 2129771:KZ5HUN3B 2486141:8SGCSKC7}, } @techreport{national_police_service_community_2017, address = {Kenya}, title = {Community {Information} {Policing} {Booklet}}, url = {https://www.nationalpolice.go.ke/downloads/category/20-nps-community-policing-information-booklet.html}, urldate = {2021-07-16}, author = {{National Police Service}}, year = {2017}, } @article{donkor_community_2018, title = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}: {The} {Case} of {East} {Mamprusi} {District} in {Ghana}}, volume = {6}, issn = {23116897, 23103868}, shorttitle = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}}, url = {https://archive.conscientiabeam.com/index.php/61/article/view/561}, doi = {10.18488/journal.61.2018.62.50.63}, number = {2}, urldate = {2022-01-06}, journal = {International Journal of Education and Practice}, author = {Donkor, Anthony Kudjo and Waek, Biliman Izal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 4556019:EPP8DR5S}, pages = {50--63}, } @article{akogun_community_2000, title = {Community perceived benefits of ivermectin treatment in northeastern {Nigeria}}, volume = {50}, doi = {10.1016/S0277-9536(99)00336-6}, language = {en}, number = {10}, journal = {Social Science \& Medicine}, author = {Akogun, Oladele B and Akogun, M.K. and Audu, Z.}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HL9P56TS 2129771:ZVTMZWNB 2486141:TZHTK9PD}, pages = {1451--1456}, } @misc{american_institutes_for_research_community_2021, title = {Community {\textbar} {Safe} {Supportive} {Learning}}, url = {https://safesupportivelearning.ed.gov/training-technical-assistance/roles/community}, urldate = {2021-03-26}, journal = {National Center on Safe Supportive Learning Environments}, author = {American Institutes for Research}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9V2XEHJ6 2486141:4Z6N56EJ}, } @book{chimombo_community_2002, title = {Community {Sensitization} and {Mobilization} {Study}}, publisher = {Centre for Educational Research and Training}, author = {Chimombo, J. P. G. and Kadzamira, Esme C.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GDHBSLES 4752638:AF5M8MR5 4752638:ARLYF9WS}, keywords = {\_C:Malawi MWI}, } @article{wiebe_comparative_2022, title = {Comparative {Advantages} of {Offline} {Digital} {Technology} for {Remote} {Indigenous} {Classrooms} in {Guatemala} (2019-2020)}, volume = {9}, copyright = {Copyright (c) 2022 Adrienne Wiebe, Luis Javier Crisostomo, Ruben Feliciano Perez, Terry Anderson}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/607}, abstract = {Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Wiebe, Adrienne and Crisostomo, Luis Javier and Perez, Ruben Feliciano and Anderson, Terry}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Guatemala bilingual and intercultural education, Maya-Mam education, \_genre:PR-primary\_research, appripriate technology for education in Guatemala, ⛔ No DOI found}, pages = {55--72}, } @article{gardner_comparative_2007, title = {{COMPARATIVE} {ANALYSIS} {FOR} {DEVELOPENT} {OF} {A} {HARMONISED} {PROTECTED} {AREAS} {MANAGEMENT} {FRAMEWORK} {WITHIN} {THE} {OECS} {REGION}}, author = {Gardner, Lloyd}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J28337DM}, keywords = {⛔ No DOI found}, } @misc{macharia_grace_comparative_2023, title = {Comparative {Analysis} {Summary} {Report} of {Digital} {Literacy} {Skills} {Frameworks}.}, url = {https://docs.opendeved.net/lib/RGUASR2N}, urldate = {2024-01-12}, publisher = {Open Development and Education}, author = {{Macharia, Grace} and {Martin, Anna} and {Omboto, Charles} and {Waziri, Nafisa} and {Walker, Hannah} and Haßler, Björn}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8B7P8CC 5242966:6EYECHIE}, } @article{dhaliwal_comparative_2013, title = {Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education}, volume = {285}, doi = {10.7208/chicago/9780226078854.003.0008}, number = {338}, journal = {Education Policy in Developing Countries}, author = {Dhaliwal, Iqbal and Duflo, Esther and Glennerster, Rachel and Tulloch, Caitlin}, year = {2013}, } @article{gemikonakli_comparative_2020, title = {Comparative cross-cultural study in digital literacy}, volume = {20}, url = {https://dergipark.org.tr/en/pub/ejer/issue/57483/815335}, number = {88}, urldate = {2023-11-01}, journal = {Eurasian Journal of Educational Research}, author = {GEMIKONAKLI, Orhan and GEZGIN, Deniz Mertkan and HAMUTOGLU, Nazire Burcin and DE RAFFAELE, Clifford}, year = {2020}, note = {Publisher: Anı Yayıncılık KerkoCite.ItemAlsoKnownAs: 2129771:IVTTGDW2}, keywords = {⛔ No DOI found}, pages = {121--148}, } @article{anderson-levitt_comparative_2021, title = {Comparative {Education} {Review} {Guide} to {Searching} for {World} {Literature} 2021}, volume = {65}, issn = {0010-4086}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/716415}, doi = {10.1086/716415}, number = {4}, urldate = {2022-04-18}, journal = {Comparative Education Review}, author = {Anderson-Levitt, Kathryn}, month = nov, year = {2021}, note = {Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6}, pages = {807--816}, } @article{vavrus_comparative_2012, title = {Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in {Tanzania}}, volume = {56}, issn = {0010-4086, 1545-701X}, shorttitle = {Comparative pedagogies and epistemological diversity}, url = {https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania}, doi = {10.1086/667395}, language = {en}, number = {4}, urldate = {2021-05-26}, journal = {Comparative Education Review}, author = {Vavrus, Frances and Bartlett, Lesley}, month = nov, year = {2012}, note = {Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2405685:E6MNXDVH 2534378:6JTIABX8}, pages = {634--658}, } @techreport{macharia_comparative_2023, title = {Comparative {Summary} {Report} of {Digital} {Literacy} {Skills} {Frameworks}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/RGUASR2N}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Macharia, Grace and Martin, Anna and Waziri, Nafisa and Walker, Hannah and Haßler, Björn}, month = nov, year = {2023}, doi = {10.53832/opendeved.1027}, note = {ZenodoArchiveID: 10064705 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1027 ZenodoArchiveConcept: 10064704}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{hendriks_comparing_2016, title = {Comparing traditional and digital learning methods to improve the learning outcomes of young children}, author = {Hendriks, Daniëlle}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:376TGWH4}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{lin_comparison_2012, title = {Comparison of 1:1 and 1:m {CSCL} environment for collaborative concept mapping}, volume = {28}, issn = {1365-2729}, url = {http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x}, doi = {10.1111/j.1365-2729.2011.00421.x}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Lin, C.-P. and Wong, L.-H. and Shao, Y.-J.}, year = {2012}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00421.x 10/cxp3pm 2129771:GG442MGK 257089:J56MTHKS}, pages = {99--113}, } @phdthesis{olafsson_comparison_2017, type = {{PhD} {Thesis}}, title = {Comparison of {Errorless} {Learning} and {Response} {Cost} to simple {Trial} and {Error} learning in an automated learning environment}, author = {Ólafsson, Brynjar}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ESBGJ63F 2129771:JA56EF2I}, keywords = {\_C:Iceland ISL, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ali_comparison_2019, title = {Comparison of {Thermal} {Comfort} {Levels} of {Learning} {Spaces} during {Mid}-season in {Bayero} {University}, {Kano}}, volume = {1}, language = {en}, number = {1}, journal = {AJEES, African Journal of Earth and Environmental Sciences}, author = {Ali, S.M.}, year = {2019}, keywords = {⛔ No DOI found}, pages = {311--322}, } @article{akogun_comparison_1997, title = {Comparison of two {Sample} survey methods for {Hyperendemic} onchocerciasis and a new focus in {Dakka}, {Nigeria}}, volume = {45}, language = {en}, number = {2}, journal = {Revista Biologia Tropica}, author = {Akogun, Oladele B and {J.I.} and A, O.K.O.L.O.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6SPQKFX6 2129771:WSIPVALK 2486141:7TZ4Y5GQ}, keywords = {⛔ No DOI found}, pages = {871--76}, } @article{kulkarni_comparisons_2009, title = {Comparisons of {Citations} in {Web} of {Science}, {Scopus}, and {Google} {Scholar} for {Articles} {Published} in {General} {Medical} {Journals}}, volume = {302}, issn = {0098-7484}, url = {http://jama.jamanetwork.com/article.aspx?doi=10.1001/jama.2009.1307}, doi = {10.1001/jama.2009.1307}, language = {en}, number = {10}, urldate = {2021-05-24}, journal = {JAMA}, author = {Kulkarni, Abhaya V.}, month = sep, year = {2009}, pages = {1092}, } @techreport{basco_compas_2017, title = {Compás {Millennial}: {La} generación {Y} en la era de la integración 4.0}, shorttitle = {Compás {Millennial}}, url = {https://publications.iadb.org/handle/11319/8347}, urldate = {2021-12-20}, institution = {Inter-American Development Bank}, author = {Basco, Ana Inés and Carballo, Marita and Pernas, Mariana and Alzualde, Paula and Codoni, Soledad and Conte Grand, Ramiro and Wulff, Alejandra and Basco, Ana Inés and Carballo, Marita}, month = jul, year = {2017}, doi = {10.18235/0000726}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W}, } @article{crawford_compassionate_2020, title = {Compassionate transitions: {Reconnecting} school communities post-{Covid}-19 closures}, shorttitle = {Compassionate transitions}, url = {https://discovery.dundee.ac.uk/en/publications/compassionate-transitions-reconnecting-school-communities-post-co}, language = {English}, urldate = {2020-08-12}, author = {Crawford, Alison and Currie, Laura-Ann and Hannah, Beth and Ward, Jacqui and Wooton, Imogen}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CMEL8DH4}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @incollection{van_halsema_competence_2017, address = {Cham}, series = {Technical and {Vocational} {Education} and {Training}: {Issues}, {Concerns} and {Prospects}}, title = {Competence and {TVET} {Innovation} in {Sub}-{Saharan} {Africa}: {The} {Case} of {Rwanda}}, isbn = {978-3-319-41713-4}, shorttitle = {Competence and {TVET} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://doi.org/10.1007/978-3-319-41713-4_23}, abstract = {In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy.}, language = {en}, urldate = {2018-12-09}, booktitle = {Competence-based {Vocational} and {Professional} {Education}: {Bridging} the {Worlds} of {Work} and {Education}}, author = {van Halsema, Wybe}, editor = {Mulder, Martin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TAF5U3YI 2317526:X95943S2 LOCAL-WOS:000398946600027}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, Competence Development, Competency Statement, Informal Sector, Master Trainer, Pilot School, T:TVET, publicImportV1}, pages = {487--504}, } @book{rauner_competence_2013, series = {Technical and {Vocational} {Education} and {Training}: {Issues}, {Concerns} and {Prospects}}, title = {Competence {Development} and {Assessment} in {TVET} ({COMET}): {Theoretical} {Framework} and {Empirical} {Results}}, isbn = {978-94-007-4724-1}, shorttitle = {Competence {Development} and {Assessment} in {TVET} ({COMET})}, url = {https://www.springer.com/gb/book/9789400747241}, abstract = {The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.}, language = {en}, urldate = {2018-12-09}, publisher = {Springer Netherlands}, author = {Rauner, Felix and Heinemann, Lars and Maurer, Andrea and Haasler, Bernd}, year = {2013}, note = {zotzenLib.CopiedFrom: 2317526:YC4MVHFL KerkoCite.ItemAlsoKnownAs: 2129771:XEWUWM77 2317526:YC4MVHFL}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{rwanda_ministry_of_education_competency-based_2015, title = {Competency-based curriculum - {Summary} of curriculum framework pre-primary to upper secondary}, url = {http://bit.ly/RwandaCurriculumFramework}, author = {{Rwanda Ministry of Education} and {Rwanda Education Board}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:WVCJ7H38}, } @misc{noauthor_competency-based_nodate, title = {Competency-{Based} {Education} and {Training} and {Assessment} {Standards} \& {Guidelines}}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W4DCE8H8}, } @article{linden_complement_2008, title = {Complement or substitute?: {The} effect of technology on student achievement in {India}}, journal = {Working Paper}, author = {Linden, Leigh L.}, year = {2008}, keywords = {⛔ No DOI found}, } @misc{noauthor_complement_nodate, title = {Complement or {Substitute}? {The} {Effect} of {Technology} on {Student} {Achievement} in {India} {\textbar} {The} {Abdul} {Latif} {Jameel} {Poverty} {Action} {Lab}}, shorttitle = {Complement or {Substitute}?}, url = {https://www.povertyactionlab.org/evaluation/complement-or-substitute-effect-technology-student-achievement-india}, language = {en}, urldate = {2021-05-19}, journal = {The Abdul Latif Jameel Poverty Action Lab (J-PAL)}, } @article{attar_comprehensive_2023, title = {Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations}, volume = {25}, issn = {1618-954X, 1618-9558}, shorttitle = {Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques}, url = {https://link.springer.com/10.1007/s10098-022-02434-7}, doi = {10.1007/s10098-022-02434-7}, language = {en}, number = {4}, urldate = {2024-02-24}, journal = {Clean Technologies and Environmental Policy}, author = {Attar, Nasrin Fathollahzadeh and Sattari, Mohammad Taghi and Prasad, Ramendra and Apaydin, Halit}, month = may, year = {2023}, keywords = {\_z:no\_pdf}, pages = {1079--1097}, } @misc{noauthor_comprehensive_nodate, title = {Comprehensive {School} {Safety} {Framework} 2022-2030 for {Child} {Rights} and {Resilience} in the {Education} {Sector}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Comprehensive%20School%20Safety%20Framework%202022-2030%20for%20Child%20Rights%20and%20Resilience%20in%20the%20Education%20Sector.pdf}, urldate = {2022-12-29}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QSNYYQGC}, } @misc{noauthor_comprehensive_nodate, title = {Comprehensive {School} {Safety} {Targets} and {Indicators}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Comprehensive%20School%20Safety%20Targets%20and%20Indicators.pdf}, urldate = {2022-12-29}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LBX8KN7Q}, } @article{wangamati_comprehensive_2020, title = {Comprehensive sexuality education in sub-{Saharan} {Africa}: adaptation and implementation challenges in universal access for children and adolescents}, volume = {28}, shorttitle = {Comprehensive sexuality education in sub-{Saharan} {Africa}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7887764/}, doi = {10.1080/26410397.2020.1851346}, number = {2}, journal = {Sexual and Reproductive Health Matters}, author = {Wangamati, Cynthia Khamala}, year = {2020}, note = {Publisher: Taylor \& Francis}, pages = {1851346}, } @article{nelson_computational_2020, title = {Computational {Grounded} {Theory}: {A} {Methodological} {Framework}}, volume = {49}, issn = {0049-1241}, shorttitle = {Computational {Grounded} {Theory}}, url = {https://doi.org/10.1177/0049124117729703}, doi = {10.1177/0049124117729703}, abstract = {This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Sociological Methods \& Research}, author = {Nelson, Laura K.}, month = feb, year = {2020}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2129771:4LFQQQV2 2129771:V765WS5J 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D}, keywords = {\_Added-ailr-2024}, pages = {3--42}, } @article{antons_computational_2021, title = {Computational literature reviews: method, algorithms, and roadmap}, volume = {1094428121991230}, language = {id}, journal = {Organizational Research Methods}, author = {Antons, D. and Breidbach, C.F. and Joshi, A.M.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7W99F45 2129771:UI7VZAER 2405685:4JL8RZ7H 2486141:R52FLCHH}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @article{lyon_computational_2020, title = {Computational thinking in higher education: {A} review of the literature}, volume = {28}, issn = {1099-0542}, shorttitle = {Computational thinking in higher education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cae.22295}, doi = {10.1002/cae.22295}, abstract = {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.}, language = {en}, number = {5}, urldate = {2022-04-05}, journal = {Computer Applications in Engineering Education}, author = {Lyon, Joseph A. and J. Magana, Alejandra}, year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cae.22295}, keywords = {STEM education, computational thinking, higher education}, pages = {1174--1189}, } @incollection{ewens_computationally_2001, address = {New York, NY}, series = {Statistics for {Biology} and {Health}}, title = {Computationally {Intensive} {Methods}}, isbn = {978-1-4757-3247-4}, url = {https://doi.org/10.1007/978-1-4757-3247-4_12}, abstract = {An important trend in statistical inference over the last twenty years has been the introduction of computationally intensive methods. These have been made possible by the availability of convenient and greatly increased computing power, and these methods are useful in bioinformatics and computational biology. Aspects of some computationally intensive methods used for both estimation and hypothesis testing are outlined in this chapter. Computationally intensive methods arise in both classical and Bayesian inference: We concentrate here on computationally intensive methods in classical inference.}, language = {en}, urldate = {2022-12-28}, booktitle = {Statistical {Methods} in {Bioinformatics}: {An} {Introduction}}, publisher = {Springer}, author = {Ewens, Warren J. and Grant, Gregory R.}, editor = {Ewens, Warren J. and Grant, Gregory R.}, year = {2001}, doi = {10.1007/978-1-4757-3247-4_12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4757-3247-4\_12 4804264:WTCHN5PF}, keywords = {Bootstrap Estimate, Bootstrap Procedure, Bootstrap Sample, Final\_citation, Null Hypothesis, Permutation Procedure, cited, existing}, pages = {349--363}, } @article{lai_computer_2013, title = {Computer assisted learning as extracurricular tutor? {Evidence} from a randomised experiment in rural boarding schools in {Shaanxi}}, volume = {5}, issn = {1943-9342}, shorttitle = {Computer assisted learning as extracurricular tutor?}, url = {https://doi.org/10.1080/19439342.2013.780089}, doi = {10.1080/19439342.2013.780089}, abstract = {This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.}, number = {2}, urldate = {2020-07-27}, journal = {Journal of Development Effectiveness}, author = {Lai, Fang and Zhang, Linxiu and Hu, Xiao and Qu, Qinghe and Shi, Yaojiang and Qiao, Yajie and Boswell, Matthew and Rozelle, Scott}, month = jun, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2129771:5YV5PZPD 2129771:QCE5S6QX 2486141:CIALQUZL}, keywords = {China, \_Added to LR, \_G:reviewed, computer assisted learning, development, education, random assignment, rural schools, test scores}, pages = {208--231}, } @article{hlophe_computer_2001, title = {Computer literacy among practical arts teachers in swaziland vocational schools}, doi = {10.1080/13636820100200161}, abstract = {This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor \& Francis Group, LLC.}, language = {en}, journal = {Journal of Vocational Education and Training}, author = {Hlophe, Zanele F. and Mindebele, CBS}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:eSwatini, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:agriculture, P:economy, P:services, P:teachers, P:technology, Q:educational technology, T:TVET, T:Training, T:vocational school, publicImportV1}, } @article{de_jong_computer_2006, title = {Computer simulations - technological advances in inquiry learning}, volume = {312}, shorttitle = {Computer simulations - technological advances in inquiry learning}, doi = {10.1126/science.1127750}, number = {5773}, journal = {Science}, author = {de Jong, T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.1127750 10/crx75m 2129771:TAJHRZ7V 261495:UNVX3MT4}, pages = {532--533}, } @article{arndt_computer_2016, title = {Computer usage for learning how to read and write in primary school}, volume = {5}, doi = {10.1016/j.tine.2016.07.003}, number = {3}, journal = {Trends in Neuroscience and Education}, author = {Arndt, Petra A.}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tine.2016.07.003 10/gdm2s9 2129771:GYDJPSJ2}, keywords = {\_\_C:filed:1}, pages = {90--98}, } @article{pimperton_computerized_2019, title = {Computerized {Speechreading} {Training} for {Deaf} {Children}: {A} {Randomized} {Controlled} {Trial}}, volume = {62}, issn = {1092-4388, 1558-9102}, shorttitle = {Computerized {Speechreading} {Training} for {Deaf} {Children}}, url = {http://pubs.asha.org/doi/10.1044/2019_JSLHR-H-19-0073}, doi = {10.1044/2019_JSLHR-H-19-0073}, abstract = {Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356}, language = {en}, number = {8}, urldate = {2020-03-02}, journal = {Journal of Speech, Language, and Hearing Research}, author = {Pimperton, Hannah and Kyle, Fiona and Hulme, Charles and Harris, Margaret and Beedie, Indie and Ralph-Lewis, Amelia and Worster, Elizabeth and Rees, Rachel and Donlan, Chris and MacSweeney, Mairéad}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1044/2019\_JSLHR-H-19-0073 2129771:SZ8RZS43 503888:T2S73TG9}, keywords = {\_C:Netherlands NLD, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {2882--2894}, } @techreport{hasler_concept_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Concept {Note} for the {Implementation} of the {Academic} {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/FMVT2NIB}, number = {5}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4780110}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779101 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726106 10.5281/zenodo.4780110 2129771:FMVT2NIB}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:f, \_zenodo:submitted, \_zenodoETH:submitted}, } @misc{noauthor_concept-note-gender-environment-nexus--national-policies--case--greecepdf_nodate, title = {Concept-{Note}-{Gender}-environment-nexus-in-national-policies-{The}-case-of-{Greece}.pdf}, url = {https://www.oecd.org/environment/Concept-Note-Gender-environment-nexus-in-national-policies-The-case-of-Greece.pdf}, urldate = {2024-03-24}, } @inproceedings{gleasure_conceptual_2014, address = {Miami, FL, USA}, title = {Conceptual design science research? {How} and why untested meta-artifacts have a place in *{IS}*}, language = {en}, booktitle = {Proceedings of the international conference on design science research in information systems and technology}, author = {Gleasure, R.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WURQDFAL 2486141:3GDD4WXC}, keywords = {⛔ No DOI found}, pages = {99--114}, } @article{storey_conceptual_2023, title = {Conceptual {Modeling}: {Topics}, {Themes}, and {Technology} {Trends}}, volume = {55}, issn = {0360-0300, 1557-7341}, shorttitle = {Conceptual {Modeling}}, url = {https://dl.acm.org/doi/10.1145/3589338}, doi = {10.1145/3589338}, abstract = {Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.}, language = {en}, number = {14s}, urldate = {2023-11-28}, journal = {ACM Computing Surveys}, author = {Storey, Veda C. and Lukyanenko, Roman and Castellanos, Arturo}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2129771:QLDXICWF 2405685:I4MW7HVE 2486141:DE5MJL8K}, keywords = {\_Added-ailr-2024}, pages = {1--38}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @article{mulenga_conceptualization_2018, title = {Conceptualization and {Definition} of a {Curriculum}}, volume = {2}, url = {https://law.unza.zm/index.php/jlt/article/download/76/76}, number = {2}, urldate = {2023-12-06}, journal = {Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).}, author = {Mulenga, Innocent Mutale}, year = {2018}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{muraraneza_conceptualization_2018, title = {Conceptualization of competency based curricula in pre-service nursing and midwifery education: {A} grounded theory approach}, doi = {10.1016/j.nepr.2017.09.018}, abstract = {In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.}, language = {en}, journal = {Nurse Education in Practice}, author = {Muraraneza, Claudine and Mtshali, Gloria Ntombifikile}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.nepr.2017.09.018 10/gc8bbc 2129771:QM52498T 2317526:4INW3TVV DOI-10.1016/j.nepr.2017.09.018}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:leadership, F:learning, P:health, P:health professionals, P:media, P:nurse, P:services, P:technology, R:grounded theory, R:interview, R:qualitative, T:TVET, T:Training, Z:Approaches, Z:Clinical competence, Z:Competency based learning, Z:Core curriculum, Z:Curriculum, Z:Curriculum development, Z:Data collection, Z:Education reform, Z:Grounded theory, Z:Health professionals, Z:Leadership, Z:Learning, Z:Meaning, Z:Medical education, Z:Medical ethics, Z:Midwifery, Z:Midwifery education, Z:Nursing, Z:Nursing education, Z:Primary health care, Z:Professional competence, Z:Qualitative research, Z:Students, Z:Transformation, publicImportV1}, } @incollection{tai_conceptualizations_2020, address = {Wiesbaden}, title = {Conceptualizations and {Measures} of {Student} {Engagement}: {A} {Worked} {Example} of {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Conceptualizations and {Measures} of {Student} {Engagement}}, url = {https://doi.org/10.1007/978-3-658-27602-7_6}, abstract = {This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Tai, Joanna and Ajjawi, Rola and Bearman, Margaret and Wiseman, Paul}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_6 2129771:4L2S6KIT}, pages = {91--110}, } @article{penuel_conceptualizing_2015, title = {Conceptualizing {Research}–{Practice} {Partnerships} as {Joint} {Work} at {Boundaries}}, volume = {20}, issn = {1082-4669, 1532-7671}, url = {http://www.tandfonline.com/doi/full/10.1080/10824669.2014.988334}, doi = {10.1080/10824669.2014.988334}, abstract = {This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman \& Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.}, language = {en}, number = {1-2}, urldate = {2022-12-25}, journal = {Journal of Education for Students Placed at Risk (JESPAR)}, author = {Penuel, William R. and Allen, Anna-Ruth and Coburn, Cynthia E. and Farrell, Caitlin}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2014.988334 2129771:ME8MMWLE}, pages = {182--197}, } @article{opfer_conceptualizing_2011, title = {Conceptualizing teacher professional learning}, volume = {81}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf}, doi = {10.3102/0034654311413609}, number = {3}, journal = {Review of Educational Research}, author = {Opfer, V. Darleen and Pedder, David}, year = {2011}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2405685:8GP9P3IJ 2534378:ECXANTI8}, keywords = {Important, Read}, pages = {376--407}, } @techreport{noauthor_concurrent_2015, title = {Concurrent {Validity} and {Inter}-rater {Reliability}}, url = {https://www.acer.org/gb/gem/key-areas/reviews-and-analysis/assessment-reviews/citizen-led-assessments-evaluation-reports}, institution = {R4D}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SCAL75HT 2486141:WJLEH2NY}, } @article{ahmad_conducive_2015, series = {{AcE}-{Bs} 2015 {Tehran} (6th {Asian} {Conference} on {Environment}-{Behaviour} {Studies}), {Iran} {University} of {Science} \& {Technology}, {Tehran}, {Iran}, 20 - 22 {February} 2015}, title = {Conducive {Attributes} of {Physical} {Learning} {Environment} at {Preschool} {Level} for {Slow} {Learners}}, volume = {201}, issn = {1877-0428}, url = {https://www.sciencedirect.com/science/article/pii/S1877042815047862}, doi = {10.1016/j.sbspro.2015.08.138}, abstract = {Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.}, language = {en}, urldate = {2022-05-28}, journal = {Procedia - Social and Behavioral Sciences}, author = {Ahmad, Sabarinah Sh and Shaari, Mariam Felani and Hashim, Rugayah and Kariminia, Shahab}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.138 2129771:RC4398GT 4682641:JETLQND4 4682641:WRW464BS}, keywords = {BE:RELEVANT, Slow learners, conducive attributes, physical learning environment, preschool}, pages = {110--120}, } @article{ames_conducting_2023, title = {Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project}, url = {https://doi.org/10.21203/rs.3.rs-3058440/v1}, doi = {10.21203/rs.3.rs-3058440/v1}, abstract = {Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.}, journal = {Research Square (Research Square)}, author = {Ames, Heather and Kornør, Hege and Evensen, Line Holtet and Lidal, Ingeborg Beate and Hafstad, Elisabet and Hestevik, Christine Hillestad and Jardim, Patricia Sofia Jacobsen and Hval, Gyri}, month = jul, year = {2023}, note = {openalex: W4383371218 KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3058440/v1 2129771:27XQHZ3N 5072953:4EKB8SEB}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {--}, } @techreport{villavicencio_conducting_2023, title = {Conducting surveys in {Tanzanian} schools – {Second} pilot}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EZ9EFDFS}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {9}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Haßler, Björn and Toyinbo, Oluyemi}, month = sep, year = {2023}, doi = {10.53832/opendeved.1036}, note = {ZenodoArchiveID: 10257420 ZenodoArchiveConcept: 10257419 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1036 2129771:EZ9EFDFS}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{sandoval_conjecture_2014, title = {Conjecture {Mapping}: {An} {Approach} to {Systematic} {Educational} {Design} {Research}}, volume = {23}, issn = {1050-8406}, shorttitle = {Conjecture {Mapping}}, url = {https://doi.org/10.1080/10508406.2013.778204}, doi = {10.1080/10508406.2013.778204}, abstract = {Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.}, number = {1}, urldate = {2022-11-23}, journal = {Journal of the Learning Sciences}, author = {Sandoval, William}, month = jan, year = {2014}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10508406.2013.778204}, pages = {18--36}, } @misc{noauthor_connected_nodate, title = {Connected {Papers} {\textbar} {Find} and explore academic papers}, url = {https://www.connectedpapers.com/}, abstract = {A unique, visual tool to help researchers and applied scientists find and explore papers relevant to their field of work.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C965H5NV 2405685:JMVBRXYD 2486141:BWCJJPNC}, } @incollection{scarborough_connecting_2001, address = {New York, NY}, title = {Connecting early language and literacy to later reading disabilities: {Evidence}, theory, and practice}, booktitle = {Handbook for research in early literacy}, publisher = {Guildford Press}, author = {Scarborough, H S}, editor = {Neuman, S and Dickinson, D}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VERQIZ8A}, pages = {97--110}, } @article{nehring_connecting_2010, title = {Connecting reflective practice, dialogic protocols, and professional learning}, volume = {36}, shorttitle = {Connecting reflective practice, dialogic protocols, and professional learning}, doi = {10.1080/19415250903102432}, number = {3}, journal = {Professional Development in Education}, author = {Nehring, J. and Laboy, W.T. and Catarius, L.}, month = sep, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415250903102432 10/df4v8w 2129771:LT6JNILM 261495:2NC3462G}, pages = {399--420}, } @article{hossain_connecting_2012, title = {Connecting the dots between {PubMed} abstracts}, volume = {7}, doi = {10.1371/journal.pone.0029509}, language = {en}, number = {1}, journal = {PLoS One}, author = {Hossain, M.S. and Gresock, J. and Edmonds, Y.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0029509 2129771:HSYHUDX5 2486141:YZ8Z224S}, pages = {1--23}, } @article{aduno_connecting_2019, title = {Connecting the {Dots}: {Digitizing} {Teaching} and {Learning} in {Rural} {Schools} in {Uganda}}, shorttitle = {Connecting the {Dots}}, author = {Aduno, Freda}, year = {2019}, note = {Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2129771:9WRJZIP6}, keywords = {\_C:Malaysia MYS, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{noauthor_consensus_nodate, title = {Consensus: {AI} {Search} {Engine} for {Research}}, shorttitle = {Consensus}, url = {https://consensus.app/}, abstract = {ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question!}, language = {en}, urldate = {2024-01-19}, journal = {Consensus: AI Search Engine for Research}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PF65QZ7A 2405685:H6IQVZAE 2486141:BG65K3U6 2486141:WKAC7ZCH}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_consensus_nodate, title = {Consensus \& {GPTs} for {Academic} {Research} {Like} {Consensus} (2024)}, url = {https://www.whatplugin.ai/gpts/researchgpt}, urldate = {2024-01-21}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RCKAYYAV 2405685:9DAYGGPE 2486141:SK9FSX6D}, } @article{tull_consequences_2020, title = {Consequences for {Adolescents} {When} {They} {Become} {Pregnant}, and {Become} {Mothers}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15727}, abstract = {When an adolescent becomes pregnant, her life can change radically – especially if the pregnancy is unplanned. This rapid review presents information on consequences of adolescent pregnancy and adolescent motherhood in low-income countries, low- and middle-income countries (LMICs), and middle-income countries from Africa, Asia, and Latin America and the Caribbean (LAC). Treatment and effects on the adolescent in terms of health, education, employment opportunities, as well as after-effects on their family members are noted. This review finds that Evidence on the consequences of girls returning to school after they become pregnant is limited. Available information focuses more on whether pregnant girls go back to school after giving birth, but not so much on whether the conditions are favourable for adolescent mothers to re-enter school and concentrate on their studies.}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = sep, year = {2020}, note = {Accepted: 2020-10-21T12:08:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6MZXFRVA 4869029:T953IHTQ}, keywords = {⛔ No DOI found}, } @article{srivastava_considerations_2020, title = {Considerations for {School} {Reopening} in {Ontario}: {Building} a more resilient education system for recovery}, shorttitle = {Considerations for {School} {Reopening} in {Ontario}}, url = {https://ir.lib.uwo.ca/edupub/173}, journal = {Education Publications}, author = {Srivastava, Prachi}, month = jun, year = {2020}, keywords = {⛔ No DOI found}, } @techreport{adam_consolidated_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Consolidated {Feedback} on {Tanzania} {Higher} {Education} {University} {Strategic} {Investment} {Plans}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7AFXFRPC}, abstract = {This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US\$300 million is allocated and spent most effectively.}, language = {EN}, number = {09}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.3986727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{government_of_sierra_leone_constitution_1991, title = {Constitution of {Sierra} {Leone}}, language = {en}, author = {Government of Sierra Leone}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VSJLM7E3 2405685:Z3EDBKSD}, keywords = {\_C:Sierra Leone SLE}, } @article{olelewe_constraints_2019, series = {Journal}, title = {Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers}, doi = {10.1007/s10639-019-09963-7}, abstract = {© 2019, Springer Science+Business Media, LLC, part of Springer Nature. The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices.}, journal = {Education and Information Technologies}, author = {Olelewe, Chijioke Jonathan and Orji, Chibueze Tobias and Osinem, Emmanuel C. and Rose-Keziah, Ikemelu Chinelo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09963-7 2129771:ND5YAQBZ 2129771:R5B757Q8}, } @article{darling-hammond_constructing_2006, title = {Constructing 21st-{Century} {Teacher} {Education}}, volume = {57}, issn = {0022-4871}, url = {https://doi.org/10.1177/0022487105285962}, doi = {10.1177/0022487105285962}, abstract = {Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.}, language = {en}, number = {3}, urldate = {2020-09-10}, journal = {Journal of Teacher Education}, author = {Darling-Hammond, Linda}, month = may, year = {2006}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0022487105285962 2129771:VPMLULF5 2486141:EKSRU8IF}, pages = {300--314}, } @article{muya_construction_2006, title = {Construction craft skills requirements in sub-{Saharan} {Africa}: {A} focus on {Zambia}}, doi = {10.1108/09699980610669660}, abstract = {Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited}, language = {en}, journal = {Engineering, Construction and Architectural Management}, author = {Muya, Mundia and Price, Andrew D.f. and Edum-Fotwe, Francis T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09699980610669660 10/bzvww9 2129771:4BWX6MG3 2317526:HR9BPMJT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:policy, P:construction, P:crafts, P:nature, R:case study, R:survey, T:Training, Z:Construction industry, Z:Skills, Z:Sub Saharan Africa, Z:Training, publicImportV1}, } @inproceedings{ali_constructionism_2019, title = {Constructionism, ethics, and creativity: {Developing} primary and middle school artificial intelligence education}, volume = {2}, shorttitle = {Constructionism, ethics, and creativity}, url = {https://robots.media.mit.edu/wp-content/uploads/sites/7/2019/08/Constructionism__Ethics__and_Creativity.pdf}, urldate = {2024-02-24}, booktitle = {International workshop on education in artificial intelligence k-12 (eduai’19)}, author = {Ali, Safinah and Payne, Blakeley H. and Williams, Randi and Park, Hae Won and Breazeal, Cynthia}, year = {2019}, keywords = {⛔ No DOI found}, pages = {1--4}, } @article{bada_constructivism_2015, title = {Constructivism learning theory: {A} paradigm for teaching and learning}, volume = {5}, shorttitle = {Constructivism learning theory}, number = {6}, journal = {Journal of Research \& Method in Education}, author = {Bada, Steve Olusegun and Olusegun, Steve}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IRUIFW5I 2486141:WN2JB29J}, keywords = {⛔ No DOI found}, pages = {66--70}, } @inproceedings{mckenna_constructivist_2004, title = {Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment}, shorttitle = {Constructivist or instructivist}, doi = {10.1145/1007996.1008041}, booktitle = {Proceedings of the 9th annual {SIGCSE} conference on {Innovation} and technology in computer science education}, author = {McKenna, Peter and Laycock, Ben}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/1007996.1008041 2129771:CTIX6PQT 2486141:BN7ZURYY}, pages = {166--170}, } @article{geyer_consumer_2011, title = {Consumer toy or corporate tool: the {iPad} enters the workplace}, volume = {18}, doi = {10.1145/1978822.1978832}, number = {4}, journal = {interactions}, author = {Geyer, Megan and Felske, Frances}, year = {2011}, note = {00003 KerkoCite.ItemAlsoKnownAs: 10.1145/1978822.1978832 10/bdxm23 2129771:EXL76G2Z 257089:3MUSX837}, pages = {45--49}, } @incollection{borko_contemporary_2010, title = {Contemporary {Approaches} to {Teacher} {Professional} {Development}}, isbn = {978-0-08-044894-7}, url = {http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540}, language = {en}, urldate = {2016-03-26}, booktitle = {International {Encyclopedia} of {Education}}, publisher = {Elsevier}, author = {Borko, H. and Jacobs, J. and Koellner, K.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5W2ZBF55 261495:6MQZJXUC}, pages = {548--556}, } @article{zhang_contemporary_2020, title = {Contemporary patterns and issues of school segregation and white flight in {U}.{S}. metropolitan areas: towards spatial inquiries}, issn = {0343-2521, 1572-9893}, shorttitle = {Contemporary patterns and issues of school segregation and white flight in {U}.{S}. metropolitan areas}, url = {http://link.springer.com/10.1007/s10708-019-10122-1}, doi = {10.1007/s10708-019-10122-1}, language = {en}, urldate = {2021-03-07}, journal = {GeoJournal}, author = {Zhang, Charlie H. and Ruther, Matt}, month = jan, year = {2020}, keywords = {Lebanon\_event\_2021, \_C:Chile CHL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{onguko_context_2012, title = {Context and {Appropriate} {Technology}: {The} {Unavoidable} {Partnership}}, shorttitle = {Context and appropriate technology}, url = {https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership}, abstract = {Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.}, language = {en}, booktitle = {Proceedings of the {European} {Conference} on e-{Government}, {ECEG}}, author = {Onguko, Brown}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096499, \_\_finaldtb, ⛔ No DOI found}, pages = {502--509}, } @article{sandirasegarane_context-driven_2016, title = {Context-driven entrepreneurial education in vocational schools}, url = {https://www.econstor.eu/handle/10419/146395}, doi = {10.13152/ijrvet.3.2.3}, abstract = {Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.}, language = {en}, journal = {International Journal for Research in Vocational Education and Training}, author = {Sandirasegarane, S and Sutermaster, S and Gill, A}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.3.2.3 10.13152/ijrvet.3.2.3 2129771:ECRXUQXI 2129771:HXBEX8S3 2317526:5KPNRHLP 2317526:I4TIDQ6U}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Botswana, C:Guinea, C:Kenya, C:Mozambique, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:achievement, T:Lehrlingsausbildung, T:TVET, T:dual TVET, T:vocational school, \_C:Uganda UGA, publicImportV1}, } @article{pare_contextualizing_2016, title = {Contextualizing the twin concepts of systematicity and transparency in information systems literature reviews}, volume = {25}, doi = {10.1057/s41303-016-0020-3}, language = {en}, number = {6}, journal = {European Journal of Information Systems}, author = {Par‍‍‍é, G. and Tate, M. and Johnstone, D.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/s41303-016-0020-3 2129771:UDUM3QW7 2486141:T2I8R5AH}, pages = {493--508}, } @misc{african_union_continental_2015, title = {Continental {Education} {Strategy} for {Africa} 2016-2025}, url = {https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf}, abstract = {First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.}, language = {English}, urldate = {2018-11-02}, author = {{African Union}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQVS5CSJ 2317526:SFTBKG3A}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{villavicencio_contingency_2022, title = {Contingency plan}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/6GSURR2T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra}, month = dec, year = {2022}, doi = {10.53832/opendeved.1050}, note = {ZenodoArchiveID: 10265445 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1050 ZenodoArchiveConcept: 10265444}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{villavicencio_contingency_2022, title = {Contingency plan}, url = {https://docs.opendeved.net/lib/6GSURR2T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra}, month = dec, year = {2022}, doi = {10.53832/opendeved.1050}, } @techreport{hasler_continue_2020, title = {Continue or reboot? {Overarching} options for education responses to {COVID}-19 in low- and middle-income countries}, shorttitle = {Continue or reboot?}, url = {https://zenodo.org/record/3753513}, abstract = {Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513}, urldate = {2020-04-18}, institution = {Zenodo}, author = {Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.3753513}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:MIMJJLN9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 2129771:AS5ALSKL 2129771:MIMJJLN9 2405685:36KIX7YE 2405685:696M6DK9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Germany DEU, \_COVID-Continuity-Blogpost-01, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:p}, } @article{wright_continuing_nodate, title = {Continuing {Professional} {Development} ({CPD}) {Framework} for school leaders}, language = {en}, author = {Wright, Mat}, keywords = {⛔ No DOI found}, pages = {16}, } @article{wright_continuing_nodate, title = {Continuing {Professional} {Development} ({CPD}) {Framework} for teachers}, language = {en}, author = {Wright, Mat}, keywords = {⛔ No DOI found}, pages = {20}, } @phdthesis{antonio_continuing_2020, type = {{PhD} {Thesis}}, title = {Continuing {Professional} {Development} ({CPD}) of {Teacher} {Educators} ({TEs}) within the ecological environment of the island territories of the {Organisation} of {Eastern} {Caribbean} {States} ({OECS})}, school = {University of Liverpool}, author = {Antonio, Desiree}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ}, } @phdthesis{maurice_schols_continuing_2015, type = {{PhD} {Thesis}}, title = {Continuing technology professional development: {A} technology learning preferences instrument to support teacher educators’ workplace learning}, shorttitle = {Continuing technology professional development}, school = {Roehampton University}, author = {Maurice Schols, B. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Ireland IRL, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_continuous_nodate, type = {Text/{HTML}}, title = {Continuous and {Accelerated} {Learning} ({CAL})}, url = {https://www.worldbank.org/en/topic/education/brief/joint-initiative-for-continuous-accelerated-learning-in-response-to-covid-19}, abstract = {Joint initiative for Continuity and Accelerated Learning in response to COVID-19}, language = {en}, urldate = {2022-01-18}, journal = {World Bank}, } @techreport{mcburnie_continuous_2021, type = {Internal papers}, title = {Continuous professional development in {Sierra} {Leone}: {Scoping} {Phase} {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EKMQD8WQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Plaut, Daniel}, month = feb, year = {2021}, doi = {10.5281/zenodo.4774318}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2129771:YE8VL5V7 2405685:EKMQD8WQ}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @article{bitzer_continuous_2019, title = {Continuous professional learning in private higher education: {Making} a case for distributed leadership}, volume = {33}, number = {2}, journal = {South African Journal of Higher Education}, author = {Bitzer, E. M. and Cronje, F.}, year = {2019}, note = {ISBN: 1011-3487 Publisher: Higher Education South Africa (HESA)}, keywords = {⛔ No DOI found}, pages = {52--68}, } @article{lund_continuous_2020, title = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}: {A} {Case} {Study} in the {Democratic} {Republic} of the {Congo}}, shorttitle = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}}, url = {https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y}, abstract = {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.}, language = {en}, urldate = {2021-02-11}, author = {Lund, Jennifer Anne}, year = {2020}, note = {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}, } @article{olulu_contract_2018, title = {Contract of {Apprenticeship} and {Employment} {Generation} in {Nigeria}}, volume = {11}, url = {http://www.ijsre.com/assets/vol.%2C-11(3)-olulu---udeorah.pdf}, number = {3}, urldate = {2020-05-28}, journal = {International Journal of Scientific Research in Education}, author = {Olulu, Robinson Monday and Udeorah, Sylvester Alor F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V4H9CPPQ 2317526:TUAQ4HRU}, keywords = {⛔ No DOI found}, } @article{senou_contract_2021, title = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}: {The} {Role} of {Teacher}’s {Supplemental} {Income}}, shorttitle = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}}, url = {http://publication.aercafricalibrary.org/handle/123456789/2216}, abstract = {Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.}, language = {en}, urldate = {2022-01-05}, author = {Senou, Barthelemy Mahugnon}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC}, keywords = {C:Benin, ⛔ No DOI found}, } @article{pullenayegem_contradictions_2021, title = {Contradictions in {Learner} {Interactions} in a {Blended}-{Learning} {Writing} {Course} in the {ODL} {Context}: {An} {Activity} {Theory} {Analysis}}, volume = {8}, copyright = {Copyright (c) 2021 Judy Pullenayegem, K. Radhika M. De Silva, Buddhini, Gayathri Jayatilleke}, issn = {2311-1550}, shorttitle = {Contradictions in {Learner} {Interactions} in a {Blended}-{Learning} {Writing} {Course} in the {ODL} {Context}}, url = {https://jl4d.org/index.php/ejl4d/article/view/496}, abstract = {This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach.  Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Pullenayegem, Judy and Silva, K. Radhika M. De and Buddhini, Gayathri Jayatilleke}, month = jul, year = {2021}, note = {Number: 2}, keywords = {Activity theory, Open and Distance learning, \_genre:PR-primary\_research, advanced writing skills, blended learning, contradictions, ⛔ No DOI found}, pages = {327--345}, } @article{hasan_contrasting_2019, title = {Contrasting {Experiences}: {Understanding} the {Longer}-{Term} {Impact} of {Improving} {Access} to {Preschool} {Education} in {Rural} {Indonesia}.}, url = {http://documents1.worldbank.org/curated/en/689351574170836739/pdf/Contrasting-ExperiencesUnderstanding-the-Longer-Term-Impact-of-Improving-Access-to-Preschool-Education-in-Rural-Indonesia.pdf}, doi = {10.1596/1813-9450-9060}, author = {Hasan, Amer and Jung, Haeil and Kinnell, Angela and Maika, Amelia and Nakajima, Nozomi and Pradhan, Menno}, year = {2019}, } @article{schilhab_contrasting_2018, title = {Contrasting {Screen}-{Time} and {Green}-{Time}: {A} {Case} for {Using} {Smart} {Technology} and {Nature} to {Optimize} {Learning} {Processes}}, volume = {9}, issn = {1664-1078}, shorttitle = {Contrasting {Screen}-{Time} and {Green}-{Time}}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full}, doi = {10.3389/fpsyg.2018.00773}, language = {en}, urldate = {2018-06-08}, journal = {Frontiers in Psychology}, author = {Schilhab, Theresa S. S. and Stevenson, Matt P. and Bentsen, Peter}, month = jun, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00773 10/gf62g7 2129771:J527PZUV}, keywords = {\_C:Denmark DNK, \_C:Norway NOR, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{unhcr_convention_1967, title = {Convention and {Protocol} {Relating} to the {Status} of {Refugees}}, url = {https://www.unhcr.org/protection/basic/3b66c2aa10/convention-protocol-relating-status-refugees.html}, language = {en}, urldate = {2020-05-31}, author = {UNHCR}, year = {1967}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T2NNK4JT 2317526:P298WNQJ}, } @incollection{rawat_conversational_2024, edition = {1}, title = {Conversational {AI} {Applications} in {Ed}‐{Tech} {Industry}: {An} {Analysis} of {Its} {Impact} and {Potential} in {Education}}, isbn = {978-1-394-20056-6 978-1-394-20080-1}, shorttitle = {Conversational {AI} {Applications} in {Ed}‐{Tech} {Industry}}, url = {https://onlinelibrary.wiley.com/doi/10.1002/9781394200801.ch25}, language = {en}, urldate = {2024-02-24}, booktitle = {Conversational {Artificial} {Intelligence}}, publisher = {Wiley}, author = {Chauhan, Deepika and Singh, Chaitanya and Rawat, Romil and Chouhan, Mukesh}, editor = {Rawat, Romil and Chakrawarti, Rajesh Kumar and Sarangi, Sanjaya Kumar and Vyas, Piyush and Alamanda, Mary Sowjanya and Srividya, Kotagiri and Sankaran, Krishnan Sakthidasan}, month = feb, year = {2024}, doi = {10.1002/9781394200801.ch25}, pages = {411--433}, } @misc{hayes_conversing_2023, title = {“{Conversing}” with {Qualitative} {Data}: {Enhancing} {Qualitative} {Sociological} {Research} through {Large} {Language} {Models} ({LLMs})}, shorttitle = {“{Conversing}” with {Qualitative} {Data}}, url = {https://files.osf.io/v1/resources/yms8p/providers/osfstorage/6489955fbee36d01f90e5a12?format=pdf&action=download&direct&version=2}, doi = {10.31235/osf.io/yms8p}, language = {en}, urldate = {2024-02-23}, publisher = {SocArXiv}, author = {Hayes, Adam S.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:52SRW69N 2129771:GLMWKKTF}, } @misc{noauthor_cop_nodate, title = {{COP} publication.pdf}, } @misc{noauthor_cordingley_nodate, title = {Cordingley et al\_2015\_Developing {Great} {Teaching}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F8VK5CN8 2292090:TYYEKFND}, keywords = {TL:Arabic, TL:English, TL:Translated, TranslationNOTgoingAhead, TranslationQuestioned, \_r:ImportedToMyEducationEvidence}, } @techreport{eppi_centre_core_2003, title = {Core {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf}, urldate = {2023-10-30}, author = {{EPPI Centre}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAXUKTMS 2486141:TJHPSKBB}, } @misc{govuk_core_2016, title = {Core principles of agile}, url = {https://www.gov.uk/service-manual/agile-delivery/core-principles-agile}, abstract = {Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.}, language = {en}, urldate = {2022-10-17}, journal = {GOV.UK}, author = {gov.uk}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:MAPLTFEG}, keywords = {Final\_citation, cited, existing}, } @article{mcveigh_coronavirus_2020, chapter = {Global development}, title = {Coronavirus 'could undo 30 years of {UK}'s international development work'}, issn = {0261-3077}, url = {https://www.theguardian.com/global-development/2020/apr/29/coronavirus-could-undo-30-years-of-uks-international-development-work}, abstract = {Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs}, language = {en-GB}, urldate = {2020-06-22}, journal = {The Guardian}, author = {McVeigh, Karen}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6I53V9HK}, keywords = {Aid, Anne-Marie Trevelyan, Department for International Development (DfID), Foreign policy, Global development, Humanitarian response}, } @misc{collective_coronavirus_2020, title = {{CORONAVIRUS}: {OP}-{ED}: {Why} it can’t be education as usual}, shorttitle = {{CORONAVIRUS}}, url = {https://www.dailymaverick.co.za/article/2020-04-14-why-it-cant-be-education-as-usual/}, abstract = {In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn.}, language = {en}, urldate = {2020-04-20}, journal = {Daily Maverick}, author = {Collective, Bua-lit}, month = apr, year = {2020}, note = {Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:TRCDE88E}, } @article{moloi_corporate_2019, series = {Feature}, title = {Corporate governance principles and practices disclosed in the {South} {African} technical vocational education and training colleges' annual reports}, abstract = {The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate.}, journal = {Journal of Legal, Ethical and Regulatory Issues}, author = {Moloi, Tankiso and {University of Johannesburg} and Adelowotan, Michael}, editor = {Moloi, Tankiso; University of Johannesburg}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:468HEBQL 2129771:9SL45E3A}, keywords = {⛔ No DOI found}, } @article{tate_corporate_2010, title = {Corporate social responsibility reports: a thematic analysis related to supply chain management}, volume = {46}, doi = {10.1111/j.1745-493X.2009.03184.x}, language = {en}, number = {1}, journal = {Journal of Supply Chain Management}, author = {Tate, W.L. and Ellram, LM and Kirchoff, J.F.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-493X.2009.03184.x 2129771:3JJMG8IW 2486141:ZSSU5LHK}, pages = {19--44}, } @incollection{halai_correction_2016, address = {Cham}, series = {{SpringerBriefs} in {Education}}, title = {Correction to: {Mathematics} {Education} in {East} {Africa}}, copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0/}, isbn = {978-3-319-27258-0}, shorttitle = {Correction to}, url = {https://doi.org/10.1007/978-3-319-27258-0_7}, abstract = {All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.}, language = {en}, urldate = {2023-02-15}, booktitle = {Mathematics {Education} in {East} {Africa}: {Towards} {Harmonization} and {Enhancement} of {Education} {Quality}}, publisher = {Springer International Publishing}, author = {Halai, Anjum and Tennant, Geoff}, editor = {Halai, Anjum and Tennant, Geoff}, year = {2016}, doi = {10.1007/978-3-319-27258-0_7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-27258-0\_7 2129771:P7XUD4B5 2486141:GDEAGPJB}, pages = {C1--C1}, } @article{yeganeh_correlation_2018, title = {Correlation of ambient air temperature and cognitive performance: {A} systematic review and meta-analysis}, volume = {143}, issn = {0360-1323}, shorttitle = {Correlation of ambient air temperature and cognitive performance}, url = {https://www.sciencedirect.com/science/article/pii/S0360132318304104}, doi = {10.1016/j.buildenv.2018.07.002}, abstract = {Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about \% 0.40, \% 5.37, and \% 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat.}, urldate = {2024-03-16}, journal = {Building and Environment}, author = {Yeganeh, Armin Jeddi and Reichard, Georg and McCoy, Andrew P. and Bulbul, Tanyel and Jazizadeh, Farrokh}, month = oct, year = {2018}, keywords = {Cold, Comfort, Heat, Indoor, Productivity, Work}, pages = {701--716}, } @incollection{noauthor_corruption_2008, title = {Corruption and its {Threat} to the {Consolidation} of {Democracy} in {Nigeria}: {The} {Sharia}’ah {Perspective}}, language = {en}, booktitle = {Bako,{S}.(ed), {Socio}-{Economic} {Reforms} and {Political} {Development} in {Nigeria}, {Vol}.2,{Political} {Science} {Association}}, year = {2008}, pages = {78--88}, } @incollection{dalhatu_corruption_2009, title = {Corruption in the {Administration} of {Local} {Government}”}, language = {en}, booktitle = {Rural and {Community} {Strategy}: {The} {Local} {Government} {Perspective}}, publisher = {Kano Benchmark Publisher Ltd}, editor = {Dalhatu, S.}, year = {2009}, pages = {200--216}, } @misc{evans_cost_nodate, title = {Cost {Analysis} for {Education} {Projects}: {Resources} and {Reflections}}, shorttitle = {Cost {Analysis} for {Education} {Projects}}, url = {https://www.cgdev.org/blog/cost-analysis-education-projects-resources-and-reflections}, abstract = {You’ve got an education program, and you’re confident that it’s having an impact. But is it worth the cost? How can you know, and how can you compare it to other education programs? Cost-effectiveness analysis tells you how much you pay for a given increase in student learning or student school participation, but most evaluations don’t include it (for various reasons).}, language = {en}, urldate = {2023-02-25}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Evans, David}, } @techreport{hasler_cost-_2022, title = {Cost- and {Learning}-{Adjusted} {Years} of {Schooling}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/TQIE4SXP}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/opendeved.279}, note = {ZenodoArchiveID: 6615141 ZenodoArchiveConcept: 6615140 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.279 2129771:TQIE4SXP}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, type = {Text/{HTML}}, title = {Cost-effective approaches to improve global learning: {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in {Low} and {Middle} {Income} {Countries}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719211603835247448/cost-effective-approaches-to-improve-global-learning-what-does-recent-evidence-tell-us-are-smart-buys-for-improving-learning-in-low-and-middle-income-countries}, abstract = {Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)}, language = {en}, urldate = {2020-12-08}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W76267WA 2129771:WH8UKB5B 2339240:LB976C9V 2405685:J5BTUHXI 2405685:PXQZNUIT 2534378:DWVFIYUY}, keywords = {\_genre:LR-literature\_review}, } @techreport{geeap_cost-effective-approaches--improve-global-learning-what-does-recent-evidence-tell-us-are-smart-buys-for-improving-learning--low-and-middle-income-countriespdf_2020, title = {Cost-{Effective}-{Approaches}-to-{Improve}-{Global}-{Learning}-{What}-{Does}-{Recent}-{Evidence}-{Tell}-{Us}-{Are}-{Smart}-{Buys}-for-{Improving}-{Learning}-in-{Low}-and-{Middle}-{Income}-{Countries}.pdf}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, urldate = {2022-12-25}, institution = {Global Education Evidence Advisory Panel}, author = {GEEAP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:H432I3KX}, keywords = {Final\_citation, cited, existing}, } @techreport{mitchell_cost-effective_2022, title = {Cost-{Effective} {EdTech} {Paper} 1: {A} position piece on how the sector can make progress}, shorttitle = {Cost-{Effective} {EdTech} {Paper} 1}, url = {https://docs.edtechhub.org/lib/RPR47JXT}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:MHVDI7G5}, keywords = {Final\_citation, cited, existing}, } @techreport{chuang_cost-effectiveness_2021, title = {Cost-{Effectiveness} and {EdTech}: {Considerations} and case studies}, shorttitle = {Cost-{Effectiveness} and {EdTech}}, language = {en}, institution = {EdTech Hub}, author = {Chuang, Rachel and Burnett, Nicholas and Robinson, Elizabeth}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3I7YF8CE 4869029:ZQ2IXR4H}, } @techreport{sabates_cost-effectiveness_2018, title = {Cost-effectiveness with equity: {Raising} learning for marginalised girls through {Camfed}'s programme in {Tanzania}}, shorttitle = {Cost-effectiveness with equity}, url = {https://zenodo.org/record/1247315#.YAlyUOj7Q1I}, abstract = {This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.}, urldate = {2021-01-21}, institution = {Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018)}, author = {Sabates, Ricardo and Rose, Pauline and Delprato, Marcos and Alcott, Benjamin}, year = {2018}, doi = {10.5281/zenodo.1247315}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2405685:VQQK7F6G}, } @techreport{international_rescue_committee_irc_cost_2016, title = {Cost efficiency analysis: teacher professional development}, url = {https://www.rescue.org/sites/default/files/document/961/ttdesignedbrieffinal.pdf}, abstract = {This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.}, urldate = {2021-02-11}, author = {{International Rescue Committee (IRC)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PK3MBF4X}, keywords = {\_\_C:filed:1}, } @misc{noauthor_cost_2016, title = {Cost efficiency: teacher professional development}, shorttitle = {Cost efficiency}, url = {https://www.rescue.org/report/cost-efficiency-teacher-professional-development}, abstract = {This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.}, language = {en}, urldate = {2021-02-11}, journal = {International Rescue Committee (IRC)}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NMERQGRC}, } @techreport{education_endowment_foundation_cost_2019, title = {Cost evaluation guidance for {EEF} evaluations}, url = {https://educationendowmentfoundation.org.uk/public/files/Evaluation/Setting_up_an_Evaluation/Cost_Evaluation_Guidance_2019.12.11.pdf}, urldate = {2022-02-22}, author = {Education Endowment Foundation}, year = {2019}, } @techreport{walls_cost_2020, address = {Washington, DC}, title = {Cost {Measurement} {Guidance} {Note} for {Donor}-{Funded} {Education} {Programming}.}, shorttitle = {{BE2} {Guidance} {Note}}, url = {https://www.youthpower.org/resources/be2-guidance-note-measuring-costs-donor-funded-education-programming}, abstract = {The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.}, language = {en}, urldate = {2022-12-17}, institution = {United States Agency for International Development, prepared for Building Evidence in Education (BE2)}, author = {Walls, Elena and Tulloch, Caitlin and Holla, Alaka}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KWXURUXY 2129771:QVKV492S 2129771:VGK8I54Y 2405685:VI4JKHFK}, } @techreport{vijil_costed_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Costed {Implementation} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ADZ57F4H}, number = {8}, institution = {Organisation of Eastern Caribbean States}, author = {Vijil, Alejandra and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0263}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0263 2129771:ADZ57F4H}, keywords = {Author:OpenDevEd}, } @misc{noauthor_costed_nodate, title = {Costed {Implementation} {Plan} ({Spreadsheet})}, } @techreport{teixeira_costed_2022, title = {Costed plan tool}, url = {https://docs.opendeved.net/lib/VA89GNMC}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Teixeira, Beatriz}, month = dec, year = {2022}, doi = {10.53832/opendeved.1051}, } @techreport{teixeira_costed_2022, title = {Costed plan tool}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VA89GNMC}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Teixeira, Beatriz and Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1051}, note = {ZenodoArchiveID: 10265580 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1051 ZenodoArchiveConcept: 10265579}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @article{sohn_costing_2020, title = {Costing the implementation of public health interventions in resource-limited settings: a conceptual framework}, volume = {15}, issn = {1748-5908}, shorttitle = {Costing the implementation of public health interventions in resource-limited settings}, url = {https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01047-2}, doi = {10.1186/s13012-020-01047-2}, abstract = {Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability.}, language = {en}, number = {1}, urldate = {2022-02-22}, journal = {Implementation Science}, author = {Sohn, Hojoon and Tucker, Austin and Ferguson, Olivia and Gomes, Isabella and Dowdy, David}, month = dec, year = {2020}, pages = {86}, } @misc{government_of_ghana_cotvet_2006, title = {{COTVET} {Act} nº 718, 2006 - {The} {Council} for {Technical} and {Vocational} {Education} and {Training} {Act}}, language = {English}, author = {{Government of Ghana}}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:77QFAKGT 2317526:RW9FWN7C}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @misc{noauthor_council_nodate, title = {Council for {Technical} and {Vocational} {Education}}, url = {https://cotvet.gov.gh/}, language = {en-US}, urldate = {2020-07-13}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:NRVB8C7N}, } @misc{noauthor_council_nodate, title = {Council for technical and vocational education and training}, url = {https://cotvet.gov.gh/}, language = {en-US}, urldate = {2020-08-04}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:76Y4XSUQ}, } @misc{government_of_ghana_council_nodate, title = {Council for {Technical} and {Vocational} {Education} and {Training}}, url = {http://www.cotvet.gov.gh/}, urldate = {2018-11-28}, author = {{Government of Ghana}}, note = {UA-8399e6d7-b2fc-41b0-a168-4ea2657811de KerkoCite.ItemAlsoKnownAs: 2129771:R29PMRF5 2317526:VV4LPM6I}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1, tVET Key\_institution}, } @techreport{noauthor_council_nodate, title = {Council for {Technical} and {Vocational} {Education} and {Training} {Act} {No}. 718}, url = {https://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%201_COTVET%20Act.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F859WTJP}, } @misc{g3ict_country_2020, title = {Country {Dashboard}}, url = {https://g3ict.org/country-profile}, urldate = {2020-08-24}, author = {G3ICT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KX7VZFJZ}, } @techreport{vassell_country_2015, address = {St. Micheal, Barbados}, title = {Country {Gender} {Assessment} ({CGA}): {St}. {Vincent} \& the {Grenadines}}, url = {https://www.caribank.org/sites/default/files/publication-resources/CountryGenderAssessment_StVincentandtheGrenadines.pdf}, language = {English}, urldate = {2020-11-20}, institution = {Caribbean Development Bank}, author = {Vassell, Linnette and Baksh, Rawwida}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EKXBJZMP 2486141:GUS432RT}, keywords = {⛔ No DOI found}, } @article{zubairi_country-level_2021, title = {Country-{Level} {Research} {Review}: {EdTech} in {Bangladesh}}, shorttitle = {Country-{Level} {Research} {Review}}, url = {https://www.researchgate.net/profile/Tom-Kaye-2/publication/353243661_Country-Level_Research_Review_EdTech_in_Bangladesh/links/60eef0c9fb568a7098ae4be5/Country-Level-Research-Review-EdTech-in-Bangladesh.pdf}, urldate = {2023-11-08}, author = {Zubairi, Asma and Kreimeia, Adam and Kaye, Tom and Ashlee, Amy}, year = {2021}, keywords = {⛔ No DOI found}, } @article{tsapali_country-level_2021, title = {Country-{Level} {Research} {Review}: {EdTech} in {Ghana}}, shorttitle = {Country-{Level} {Research} {Review}}, author = {Tsapali, Maria and Major, Louis and Damani, Kalifa and Mitchell, Joel and Taddese, Abeba}, year = {2021}, note = {Publisher: EdTech Hub}, keywords = {⛔ No DOI found}, } @techreport{zubairi_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NZUHTJBG}, institution = {EdTech Hub}, author = {Zubairi, Asma and Halim, Waqas and Kaye, Tom and Wilson, Sam}, year = {2021}, doi = {10.5281/zenodo.4596486}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2405685:NZUHTJBG 2339240:NHJQTPKC}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{zubairi_country-level_2021, title = {Country-level research review: {EdTech} in {Pakistan}}, shorttitle = {Country-level research review}, url = {https://www.researchgate.net/profile/Tom-Kaye-2/publication/351747839_Country-Level_Research_Review_EdTech_in_Pakistan/links/60a781ba299bf1031fba31fb/Country-Level-Research-Review-EdTech-in-Pakistan.pdf}, urldate = {2023-11-08}, author = {Zubairi, Asma and Halim, Waqas and Kaye, Tom and Wilson, Samuel}, year = {2021}, note = {Publisher: Working Paper]. EdTech Hub. https://doi. org/10.5281/zenodo. 4596486 …}, keywords = {⛔ No DOI found}, } @techreport{kallon_kelly_country-level_2020, title = {Country-level research review: {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/HNVAP5QB}, institution = {EdTech Hub}, author = {Kallon Kelly, Christiana and Koomar, Saalim and Kreimeia, Adam and McBurnie, Chris and Mitchell, Joel and Myers, Christina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8L3PE7WJ}, keywords = {\_C:Sierra Leone SLE}, } @techreport{kallon_kelly_country-level_2020, title = {Country-level research review: {Sierra} {Leone}}, author = {Kallon Kelly, Christiana and Koomar, Saalim and Kreimeia, Adam and McBurnie, Chris and Mitchell, Joel and Myers, Christina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5BLVEY7N 2339240:746WTJF3 2405685:HNVAP5QB}, keywords = {\_C:Sierra Leone SLE, dode\_eth-src-eth}, } @techreport{hasler_country_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3346903}, note = {EdTechHub.Source: 2405685:3BG5X7VG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:q}, } @techreport{oecs_cover_2020, title = {Cover {Note} for {COVID}-19 {Accelerated} {Funding} {Request}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2007%20COVID-19%20AFF%20Request%20OECS%20-%20Verified.pdf}, urldate = {2020-07-25}, author = {{OECS}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XFQST9JR}, } @article{martin-martin_coverage_2018, title = {Coverage of highly-cited documents in {Google} {Scholar}, {Web} of {Science}, and {Scopus}: a multidisciplinary comparison}, volume = {116}, shorttitle = {Coverage of highly-cited documents in {Google} {Scholar}, {Web} of {Science}, and {Scopus}}, doi = {10.1007/s11192-018-2820-9}, number = {3}, journal = {Scientometrics}, author = {Martín-Martín, Alberto and Orduna-Malea, Enrique and López-Cózar, Emilio Delgado}, year = {2018}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-018-2820-9 2129771:3HEMK5TM}, pages = {2175--2188}, } @misc{molina_cruz_covibook_2020, title = {{COVIBOOK}}, url = {https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_0a595408de2e4bfcbf1539dcf6ba4b89.pdf}, publisher = {n.p.}, author = {Molina Cruz, Manuela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797}, } @article{bella_covid-19_2020, title = {{COVID}-19: {An} {Accelerated} {Learning} {Challenge} for {Developing} \& {Developed} {Countries} {Alike}}, copyright = {Copyright (c) 2020 Sudan Journal of Medical Sciences (SJMS)}, issn = {1858-5051}, shorttitle = {{COVID}-19}, url = {https://knepublishing.com/index.php/SJMS/article/view/6880}, doi = {10.18502/sjms.v15i5.6880}, abstract = {Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.}, language = {en}, urldate = {2020-06-19}, journal = {Sudan Journal of Medical Sciences (SJMS)}, author = {Bella, Professor Hassan}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN}, keywords = {\_AcademicRecoveryOECS}, pages = {1--4}, } @article{watermeyer_covid-19_2020, title = {{COVID}-19 and digital disruption in {UK} universities: afflictions and affordances of emergency online migration}, issn = {0018-1560, 1573-174X}, shorttitle = {{COVID}-19 and digital disruption in {UK} universities}, url = {http://link.springer.com/10.1007/s10734-020-00561-y}, doi = {10.1007/s10734-020-00561-y}, abstract = {COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.}, language = {en}, urldate = {2020-08-12}, journal = {Higher Education}, author = {Watermeyer, Richard and Crick, Tom and Knight, Cathryn and Goodall, Janet}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-020-00561-y 2129771:6J5WM9SM}, keywords = {\_\_C:filed:1}, } @techreport{tuckett_covid-19_2022, title = {Covid-19 and disadvantage gaps in {England} 2021}, url = {https://epi.org.uk/publications-and-research/covid-19-and-disadvantage-gaps-in-england-2021/}, abstract = {The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 ›}, language = {en-GB}, urldate = {2023-10-26}, author = {Tuckett, Sam and Hunt, Emily and Robinson, David and Cruikshanks, Robbie}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A9CQ3PEA 2486141:ZFAGRPL6}, keywords = {\_Not used in LR}, } @article{bellini_covid-19_2021, title = {{COVID}-19 and education: restructuring after the pandemic}, volume = {34}, issn = {1432-2277}, shorttitle = {{COVID}-19 and education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/tri.13788}, doi = {10.1111/tri.13788}, abstract = {COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Transplant International}, author = {Bellini, Maria Irene and Pengel, Liset and Potena, Luciano and Segantini, Luca and Group, ESOT COVID-19 Working}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5}, keywords = {COVID-19, \_genre:LR-literature\_review, education, pandemic, telemedicine, webinar}, pages = {220--223}, } @article{murphy_covid-19_2020, title = {{COVID}-19 and emergency {eLearning}: {Consequences} of the securitization of higher education for post-pandemic pedagogy}, volume = {41}, issn = {1352-3260}, shorttitle = {{COVID}-19 and emergency {eLearning}}, url = {https://doi.org/10.1080/13523260.2020.1761749}, doi = {10.1080/13523260.2020.1761749}, abstract = {The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.}, number = {3}, urldate = {2020-08-12}, journal = {Contemporary Security Policy}, author = {Murphy, Michael P. A.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13523260.2020.1761749 KerkoCite.ItemAlsoKnownAs: 10.1080/13523260.2020.1761749 2129771:NX7XZ24B}, keywords = {COVID-19, Securitization, \_\_C:filed:1, desecuritization, emancipation, state of exception}, pages = {492--505}, } @article{cullinane_covid-19_2020, title = {{COVID}-19 and {Social} {Mobility} {Impact} {Brief} \#1: {School} {Shutdown}}, language = {en}, author = {Cullinane, Carl and Montacute, Rebecca}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:454LJRVE 2129771:HL6JLXRF}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {11}, } @article{dorn_covid-19_nodate, title = {{COVID}-19 and student learning in the {United} {States}: {The} hurt could last a lifetime}, language = {en}, author = {Dorn, Emma and Hancock, Bryan and Sarakatsannis, Jimmy and Viruleg, Ellen}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V4J5BMC3}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {9}, } @article{carrillo_covid-19_2020, title = {{COVID}-19 and teacher education: a literature review of online teaching and learning practices}, volume = {43}, issn = {0261-9768}, shorttitle = {{COVID}-19 and teacher education}, url = {https://doi.org/10.1080/02619768.2020.1821184}, doi = {10.1080/02619768.2020.1821184}, abstract = {The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.}, number = {4}, urldate = {2021-04-26}, journal = {European Journal of Teacher Education}, author = {Carrillo, Carmen and Flores, Maria Assunção}, month = aug, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3}, keywords = {Covid-19, Online learning, online practices, teacher education}, pages = {466--487}, } @article{mtebe_covid-19_2021, title = {{COVID}-19 and {Technology} {Enhanced} {Teaching} in {Higher} {Education} in sub-{Saharan} {Africa}: {A} {Case} of the {University} of {Dar} es {Salaam}, {Tanzania}}, volume = {8}, copyright = {Copyright (c) 2021 Joel S. Mtebe, Katherine Fulgence, Michael Gallagher}, issn = {2311-1550}, shorttitle = {{COVID}-19 and {Technology} {Enhanced} {Teaching} in {Higher} {Education} in sub-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/483}, abstract = {This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis.  The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S. and Fulgence, Katherine and Gallagher, Michael}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4}, keywords = {CoVID-19 Pandemic, \_genre:PR-primary\_research, online learning, technology enhnaced teaching and learning, ⛔ No DOI found}, pages = {383--397}, } @article{mhlanga_covid-19_2020, title = {{COVID}-19 and the {Digital} {Transformation} of {Education}: {What} {Are} {We} {Learning} on {4IR} in {South} {Africa}?}, volume = {10}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {22277102}, shorttitle = {{COVID}-19 and the {Digital} {Transformation} of {Education}}, url = {https://www.mdpi.com/2227-7102/10/7/180}, doi = {10.3390/educsci10070180}, abstract = {The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.}, language = {en}, number = {7}, urldate = {2020-08-12}, journal = {Education Sciences}, author = {Mhlanga, David and Moloi, Tankiso}, month = jul, year = {2020}, note = {Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF}, keywords = {4IR, COVID-19, South Africa, \_\_C:filed:1, digital transformation, education}, pages = {180}, } @article{mhlanga_covid-19_2020, title = {{COVID}-19 and the {Digital} {Transformation} of {Education}: {What} {We} {Are} {Learning} in {South} {Africa}}, shorttitle = {{COVID}-19 and the {Digital} {Transformation} of {Education}}, url = {https://www.preprints.org/manuscript/202004.0195/v1}, doi = {10.20944/preprints202004.0195.v1}, abstract = {The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.}, language = {en}, urldate = {2020-08-12}, author = {Mhlanga, David and Moloi, Tankiso}, month = apr, year = {2020}, note = {Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77}, keywords = {\_\_C:filed:1}, } @article{moyo_covid-_2020, title = {Covid- 19 and the future of practicum in teacher education in {Zimbabwe}: {Rethinking} the ‘new normal’ in quality assurance for teacher certification}, volume = {46}, issn = {0260-7476, 1360-0540}, shorttitle = {Covid- 19 and the future of practicum in teacher education in {Zimbabwe}}, url = {https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1802702}, doi = {10.1080/02607476.2020.1802702}, language = {en}, number = {4}, urldate = {2021-11-10}, journal = {Journal of Education for Teaching}, author = {Moyo, Nathan}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA}, pages = {536--545}, } @misc{saavedra_covid-19_2021, title = {{COVID}-19 and the {Learning} {Crisis} in {Latin} {America} and the {Caribbean}: {How} {Can} {We} {Prevent} a {Tragedy}?}, shorttitle = {{COVID}-19 and the {Learning} {Crisis} in {Latin} {America} and the {Caribbean}}, url = {https://blogs.worldbank.org/education/covid-19-and-learning-crisis-latin-america-and-caribbean-how-can-we-prevent-tragedy}, language = {en}, urldate = {2021-08-25}, author = {Saavedra, Jaime and Di Gropello, Emanuela}, month = mar, year = {2021}, note = {zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2022-12-15}, journal = {UNICEF DATA}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:4YRYKF4R}, keywords = {Final\_citation, cited, existing}, } @techreport{united_nations_childrens_fund_covid-19_2020, address = {New York}, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-08-31}, institution = {UNICEF}, author = {{United Nations Children’s Fund}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4T95SH93 2129771:FLAZXEY2 2339240:62VCB6J3}, } @misc{world_bank_covid-19_2020, type = {Text/{HTML}}, title = {{COVID}-19 {Could} {Lead} to {Permanent} {Loss} in {Learning} and {Trillions} of {Dollars} in {Lost} {Earnings}}, url = {https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings}, language = {en}, urldate = {2020-07-27}, journal = {World Bank}, author = {{World Bank}}, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:38IJ7HNN 2129771:6D2ZZ4U5 2129771:R78ADI92 2486141:DSHB2DPA}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}: {Introduction}}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}}, url = {https://digitalcommons.lmu.edu/ce_covid/3}, journal = {COVID-19 and Catholic Schools}, author = {Wodon, Quentin}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K6Q3RSYC}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses} {\textbar} {Part} 1: {Developed} {Countries} with {Focus} on the {United} {States}}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses} {\textbar} {Part} 1}, url = {https://digitalcommons.lmu.edu/ce_covid/2}, journal = {COVID-19 and Catholic Schools}, author = {Wodon, Quentin}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M539MWYK}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses} {\textbar} {Part} {II}: {Developing} {Countries} with {Focus} on {Sub}-{Saharan} {Africa}}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses} {\textbar} {Part} {II}}, url = {https://digitalcommons.lmu.edu/ce_covid/1}, journal = {COVID-19 and Catholic Schools}, author = {Wodon, Quentin}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A84HLNLS}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{belay_covid-19_2020, title = {{COVID}-19, {Distance} {Learning} and {Educational} {Inequality} in {Rural} {Ethiopia}.}, volume = {5}, doi = {10.29333/pr/9133}, number = {4}, journal = {Pedagogical Research}, author = {Belay, Degwale Gebeyehu}, year = {2020}, note = {Publisher: ERIC}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_covid-19_2020, title = {{COVID}-19 {Education} {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Educational} {Disruption} and {Response}}, url = {https://en.unesco.org/covid19/educationresponse}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-04-20}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:25NADW6X}, } @techreport{noble_covid-19_2020, title = {{COVID}-19 employment stress and child vulnerability.pdf}, url = {http://vuir.vu.edu.au/40603/1/COVID-19%20employment%20stress%20and%20child%20vulnerability.pdf}, urldate = {2020-08-12}, author = {Noble, K. and Hurley, P. and Macklin, S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UKRZ8FUV}, } @techreport{unicef_office_of_research-_innocenti_covid-19_nodate, title = {{COVID}-19: {How} are {Countries} {Preparing} to {Mitigate} the {Learning} {Loss} as {Schools} {Reopen}? {Trends} and emerging good practices to support the most vulnerable children}, shorttitle = {{COVID}-19}, url = {https://www.unicef-irc.org/publications/1119-covid-19-how-are-countries-preparing-to-mitigate-the-learning-loss-as-they-reopen.html}, abstract = {Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countri}, language = {en}, urldate = {2022-01-18}, author = {{UNICEF Office of Research- Innocenti}}, } @article{butler-henderson_covid-19_2020, title = {{COVID}-19 in {Higher} {Education} {Literature} {Database} ({CHELD} {V1}): {An} open access systematic literature review database with coding rules}, volume = {3}, issn = {2591-801X}, shorttitle = {{COVID}-19 in {Higher} {Education} {Literature} {Database} ({CHELD} {V1})}, url = {https://eprints.utas.edu.au/34687/}, doi = {10.37074/jalt.2020.3.2.11}, abstract = {The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Applied Learning \& Teaching}, author = {Butler-Henderson, K. and Crawford, J. and Rudolph, J. and Lalani, K. and Sabu, K. M.}, year = {2020}, note = {Number: 2 Place: Singapore Publisher: Kaplan Singapore}, pages = {1--6}, } @techreport{unicef_covid-19_nodate, title = {{COVID}-19 {Learning} {Losses}}, url = {https://www.unicef.org/mena/reports/covid-19-learning-losses}, abstract = {Rebuilding Quality Learning for All in the Middle East and North Africa}, language = {en}, urldate = {2022-01-18}, author = {{UNICEF}}, } @misc{april_10_covid-19_2020, title = {{COVID}-19 {Nonprofit} {Resources}}, url = {https://hewlett.org/covid-19-nonprofit-resources/}, abstract = {We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.}, language = {en-US}, urldate = {2021-05-28}, journal = {Hewlett Foundation}, author = {April 10 and email, 2020 jQuery ready\{ jQuery on\{ e preventDefault; return false; \}); \}); Share share on twitter share on facebook share on linkedin share on}, month = apr, year = {2020}, } @article{addae_covid19_2020, title = {{COVID}‐19 pandemic and adolescent health and well‐being in sub‐{Saharan} {Africa}: {Who} cares?}, issn = {0749-6753}, shorttitle = {{COVID}‐19 pandemic and adolescent health and well‐being in sub‐{Saharan} {Africa}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7460931/}, doi = {10.1002/hpm.3059}, urldate = {2020-11-10}, journal = {The International Journal of Health Planning and Management}, author = {Addae, Evelyn Aboagye}, month = aug, year = {2020}, pmid = {32856325}, pmcid = {PMC7460931}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J}, } @misc{unhcr_aewg_covid-19_2020, title = {{COVID}-19: {Pathways} for the {Return} to {Learning}}, url = {https://inee.org/system/files/resources/AEWG_COVID19_Pathways%20for%20the%20Return%20to%20Learning-screen_0.pdf}, language = {English}, urldate = {2020-11-26}, publisher = {UNHCR Accelerated Education Working Group}, author = {{UNHCR AEWG}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XKVURSAZ 2486141:MCCZW4RB}, } @misc{dempsey_covid-19_2020, type = {Monograph}, title = {Covid-19 {Practice} in {Primary} {Schools} in {Ireland} {Report}: {A} {Two}-month {Follow}-up}, shorttitle = {Covid-19 {Practice} in {Primary} {Schools} in {Ireland} {Report}}, url = {http://mural.maynoothuniversity.ie/13001/}, abstract = {This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning.}, language = {en}, urldate = {2020-08-12}, author = {Dempsey, Majella and Burke, Jolanta}, year = {2020}, note = {Publisher: Maynooth University KerkoCite.ItemAlsoKnownAs: 2129771:ST8VWXJK}, } @techreport{lachapelle_covid-19_2020, title = {{COVID}-19 {Preprints} and {Their} {Publishing} {Rate}: {An} {Improved} {Method}}, copyright = {© 2020, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution-NoDerivs 4.0 International), CC BY-ND 4.0, as described at http://creativecommons.org/licenses/by-nd/4.0/}, shorttitle = {{COVID}-19 {Preprints} and {Their} {Publishing} {Rate}}, url = {https://www.medrxiv.org/content/10.1101/2020.09.04.20188771v2}, abstract = {Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40\% of all English-language COVID-19 scientific corpus (6, 000+ preprints {\textbar} 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28\% (13, 000+ preprints {\textbar} 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences. Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed. Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv. Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37\%. My analysis suggests bio/medRxiv API accurately captures about only 50\% of its published preprints. My improved method clocked an F1-score of 0.96. Findings My analysis reveals that 19.6\% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate.}, language = {en}, urldate = {2021-10-05}, author = {Lachapelle, Francois}, month = oct, year = {2020}, doi = {10.1101/2020.09.04.20188771}, note = {Company: Cold Spring Harbor Laboratory Press Distributor: Cold Spring Harbor Laboratory Press Label: Cold Spring Harbor Laboratory Press Type: article}, pages = {2020.09.04.20188771}, } @misc{karboul_covid-19_2020, title = {{COVID}-19 put 1.6 billion children out of school. {Here}'s how to upgrade education post-pandemic}, url = {https://www.weforum.org/agenda/2020/12/covid19-education-innovation-outcomes/}, abstract = {Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.}, language = {en}, urldate = {2023-10-26}, journal = {World Economic Forum}, author = {Karboul, Amel}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UAAWWMH 2486141:RSDYIQWI}, } @article{pincus_covid-19s_2020, title = {{COVID}-19’s {Effect} on {Students}: {How} {School} {Counselors} {Rise} to the {Rescue}}, volume = {104}, doi = {10.1177/0192636520975866}, abstract = {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.}, number = {4}, urldate = {2021-03-22}, journal = {NASSP Bulletin}, author = {Pincus, Robert and Hannor-Walker, TeShaunda and Wright, Leonis S and Justice, Judith}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0192636520975866 2129771:477JIWFM 2486141:CIJISDGW}, pages = {241--256}, } @techreport{defeo_covid-19s_2020, type = {Report}, title = {{COVID}-19's spring 2020 school closures: {The} effect on teacher candidates}, shorttitle = {{COVID}-19's spring 2020 school closures}, url = {https://scholarworks.alaska.edu/handle/11122/11173}, abstract = {In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.}, language = {en\_US}, urldate = {2020-08-12}, institution = {Institute of Social and Economic Research}, author = {DeFeo, Dayna and Tran, Trang}, month = jun, year = {2020}, note = {Accepted: 2020-07-01T00:36:24Z KerkoCite.ItemAlsoKnownAs: 2129771:A8Y3DKMR}, } @article{jordan_covid-19_2020, title = {Covid-19 {School} {Closures} in {Low}- and {Middle}-income {Countries}: {Emergent} {Perspectives} on the {Role} of {Educational} {Technology}}, volume = {7}, copyright = {Copyright (c) 2020 Katy Jordan}, issn = {2311-1550}, shorttitle = {Covid-19 {School} {Closures} in {Low}- and {Middle}-income {Countries}}, url = {https://jl4d.org/index.php/ejl4d/article/view/433}, abstract = {The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Jordan, Katy}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:D9NQ8MBH 2339240:DFHS5PI3 2339240:V7VSHKVT 2405685:J7AK3RMI 2405685:JV429XI7}, keywords = {COVID-19, digital divide, education in emergencies. education systems, educational technology, ⛔ No DOI found}, pages = {399--415}, } @techreport{asadullah_covid-19_2020, title = {{COVID}-19, {Schooling} and {Learning}}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf}, language = {en}, institution = {BRAC}, author = {Asadullah, Niaz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:32DHU5RL 2129771:DL2YWCN7 2405685:FFYLQH5J 2129771:DL2YWCN7 2486141:2YK7NXY7 2129771:DL2YWCN7}, keywords = {\_COVID-Continuity-Blogpost-01, \_COVID\_DEAA-List, ⛔ No DOI found}, } @techreport{flowminder_foundation_covid-19_2020, title = {{COVID}-19: {Supporting} the {Government} of {Sierra} {Leone} with mobility data}, url = {https://www.flowminder.org/media/vg5ov5s5/sle_africell_report_v1-2_dec20.pdf}, author = {Flowminder Foundation}, year = {2020}, keywords = {\_C:Sierra Leone SLE}, } @article{nugroho_covid-19_nodate, title = {{COVID}-19: {Trends}, {Promising} {Practices} and {Gaps} in {Remote} {Learning} for {Pre}-{Primary} {Education}}, abstract = {This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.}, language = {en}, journal = {Primary Education}, author = {Nugroho, Dita and Lin, Hsiao-Chen and Borisova, Ivelina and Nieto, Ana and Ntekim, Maniza}, keywords = {⛔ No DOI found}, pages = {49}, } @techreport{who_covid-19_2020, address = {Geneva}, type = {Emergency {Situational} {Update}}, title = {{COVID}-19 {Weekly} {Epidemiological} {Update}, 1st {Dec} 2020}, url = {https://www.who.int/publications/m/item/weekly-epidemiological-update---1-december-2020}, language = {English}, urldate = {2020-12-07}, institution = {WHO}, author = {{WHO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WES2EVGP 2486141:XNT6QPVF}, } @techreport{noauthor_covid-19_practice_in_primary_schools_reportpdf_nodate, title = {Covid-19\_Practice\_in\_Primary\_Schools\_Report.pdf}, url = {http://www.ippn.ie/images/PDFs/Covid-19_Practice_in_Primary_Schools_Report.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B5NY8F8F}, } @misc{peter_walker_covid_2021, title = {Covid has eroded progress by disadvantaged pupils in {England}, finds study}, url = {http://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study}, abstract = {Research shows regional disparities, with some children in the north losing twice as much learning}, language = {en}, urldate = {2021-06-04}, journal = {The Guardian}, author = {{Peter Walker}}, month = jun, year = {2021}, note = {Section: Education}, } @article{walker_covid_2021, chapter = {Education}, title = {Covid has eroded progress by disadvantaged pupils in {England}, finds study}, issn = {0261-3077}, url = {https://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study}, abstract = {Research shows regional disparities, with some children in the north losing twice as much learning}, language = {en-GB}, urldate = {2022-04-18}, journal = {The Guardian}, author = {Walker, Peter}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NSU7PLCL}, keywords = {Coronavirus, Education, Inequality, North of England, Primary schools, Schools, Secondary schools, Teaching, UK news}, } @article{salmi_covids_2020, title = {{COVID}'s {Lessons} for {Global} {Higher} {Education}: {Coping} with the {Present} {While} {Building} a {More} {Equitable} {Future}.}, shorttitle = {{COVID}'s {Lessons} for {Global} {Higher} {Education}}, url = {https://eric.ed.gov/?id=ED611329}, urldate = {2024-03-04}, journal = {Lumina foundation}, author = {Salmi, Jamil}, year = {2020}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP}, keywords = {Final\_citation, ⛔ No DOI found}, } @misc{noauthor_covidence_nodate, title = {Covidence - {Better} systematic review management}, url = {https://www.covidence.org/}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7ZPMNF4B 2405685:EXVBTAPE 2486141:HPRHNNWR}, } @techreport{bolam_creating_2005, title = {Creating and sustaining effective professional learning communities}, institution = {Research report}, author = {Bolam, Ray and McMahon, Agnes and Stoll, Louise and Thomas, Sally and Wallace, Mike and Greenwood, Angela and Hawkey, Kate and Ingram, Malcolm and Atkinson, Adele and Smith, Michele}, year = {2005}, } @article{sue_englert_creating_1995, title = {Creating collaborative cultures for educational change}, volume = {16}, doi = {10.1177/074193259501600602}, number = {6}, journal = {Remedial and special education}, author = {SUE ENGLERT, CAROL and Tarrant, Kathi L.}, year = {1995}, note = {ISBN: 0741-9325 Publisher: SAGE Publications Sage CA: Los Angeles, CA}, pages = {325--336}, } @article{pritchett_creating_2015, title = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}.}, url = {https://riseprogramme.org/sites/default/files/publications/RISE_WP-005_Pritchett_0.pdf}, journal = {Research on Improving Systems of Education}, author = {Pritchett, Lant}, year = {2015}, keywords = {⛔ No DOI found}, } @techreport{pritchett_creating_2015, title = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, shorttitle = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}}, language = {en}, institution = {Rise Programme}, author = {Pritchett, Lant}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:M2TDUNIU}, keywords = {Final\_citation, existing}, pages = {47}, } @book{oecd_creating_2009, address = {Paris}, title = {Creating effective teaching and learning environments: first results from {TALIS}}, isbn = {978-92-64-05605-3}, shorttitle = {Creating effective teaching and learning environments}, language = {en}, publisher = {OECD}, editor = {OECD}, year = {2009}, note = {OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2129771:AKW2VS6M 2405685:9N4IMAQN}, keywords = {C:OECD countries}, } @techreport{organisation_for_economic_co-operation_and_development_oecd_creating_2009, address = {Paris}, title = {Creating {Effective} {Teaching} and {Learning} {Environments}: {First} {Results} from {TALIS}}, shorttitle = {Creating {Effective} {Teaching} and {Learning} {Environments}: {First} {Results} from {TALIS}}, institution = {OECD}, author = {{Organisation for Economic Co-operation and Development [OECD]}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YYFAQL5V 261495:52KNGUNZ}, pages = {310}, } @article{singh_creating_2008, title = {Creating {Flexible} and {Inclusive} {Learning} {Paths} in {Post}-{Primary} {Education} and {Training} in {Africa}: {NQFs} and {Recognition} of non-formal and informal learning {The} {Key} to {Lifelong} {Learning}}, url = {https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf}, language = {en}, author = {Singh, Madhu}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CUNPEY5G 2317526:DZSFACL5}, keywords = {HDR25, ⛔ No DOI found}, } @book{swann_creating_2012, address = {Maidenhead}, title = {Creating learning without limits}, isbn = {978-0-335-24211-5}, abstract = {"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.}, language = {English}, publisher = {Open University Press}, author = {Swann}, month = apr, year = {2012}, } @incollection{moon_creating_2010, address = {Vancouver}, series = {Perspectives on distance education}, title = {Creating new forms of teacher education: {Open} {Educational} {Resources} ({OERs}) and the {Teacher} {Education} in {Sub}-{Saharan} {Africa} ({TESSA}) programme}, shorttitle = {Creating new forms of teacher education}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134}, booktitle = {Teacher education through open and distance learning}, publisher = {Commonwealth of Learning (COL)}, author = {Moon, Bob}, editor = {Danaher, Patrick Alan and Abdurrahman, Umar}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM}, keywords = {⛔ No DOI found}, pages = {121--142}, } @book{penuel_creating_2017, title = {Creating {Research} {Practice} {Partnerships} in {Education}.}, url = {https://eric.ed.gov/?id=ED573803}, urldate = {2024-02-29}, publisher = {ERIC}, author = {Penuel, William R. and Gallagher, Daniel J.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:FF4YV6S2}, keywords = {Final\_citation}, } @article{njobvu_creating_2014, title = {Creating {Spaces} for {Filling} the {Gender} {Gap} in university leadership and management: {The} case for {Zambian} {Women} {Professors}}, volume = {264}, shorttitle = {Creating {Spaces} for {Filling} the {Gender} {Gap} in university leadership and management}, url = {https://scholar.google.com/scholar?cluster=16839624617591585288&hl=en&oi=scholarr}, urldate = {2023-12-05}, journal = {International Journal of Education and Research Vol. 2 No. 12 December 2014, 249}, author = {Njobvu, T. and Yang, Y. X.}, year = {2014}, keywords = {⛔ No DOI found}, } @article{cukurova_creating_2019, title = {Creating the golden triangle of evidence-informed education technology with {EDUCATE}}, volume = {50}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12727}, doi = {10.1111/bjet.12727}, abstract = {EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally.}, language = {en}, number = {2}, urldate = {2021-09-17}, journal = {British Journal of Educational Technology}, author = {Cukurova, Mutlu and Luckin, Rosemary and Clark-Wilson, Alison}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12727 2129771:CBFTW55I 4426965:S3ZGGWI5}, keywords = {Stefanie}, pages = {490--504}, } @article{chiu_creation_2021, title = {Creation and evaluation of a pretertiary artificial intelligence ({AI}) curriculum}, volume = {65}, url = {https://ieeexplore.ieee.org/abstract/document/9455898/}, doi = {10.1109/TE.2021.3085878}, number = {1}, urldate = {2024-02-24}, journal = {IEEE Transactions on Education}, author = {Chiu, Thomas KF and Meng, Helen and Chai, Ching-Sing and King, Irwin and Wong, Savio and Yam, Yeung}, year = {2021}, note = {Publisher: IEEE}, pages = {30--39}, } @phdthesis{martin-martin_creation_2019, title = {Creation of bibliometric tools for evaluation based on data from {Google} {Scholar}}, url = {https://zenodo.org/record/3241713}, abstract = {(This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats.}, language = {eng}, urldate = {2021-04-25}, author = {Martín-Martín, Alberto}, month = jun, year = {2019}, doi = {10.5281/zenodo.3241713}, keywords = {Google Scholar, Scopus, Web of Science, academic search engines, bibliometrics, citation analysis, coverage, errors, open access, web applications}, } @article{ricoy_credibility_2019, title = {Credibility versus fake news in digital newspapers on tablets in primary education/{Credibilidad} versus falsedad de las noticias de periódicos digitales sobre la tableta en la {Educación} {Primaria}}, volume = {31}, doi = {10.1080/11356405.2019.1603891}, number = {2}, journal = {Cultura y Educación}, author = {Ricoy, María-Carmen and Sánchez-Martínez, Cristina and Feliz-Murias, Tiberio}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/11356405.2019.1603891 10/gf62gg 2129771:3QT3V9MJ 2129771:7KWBFACX 2129771:I65W9BH2 2129771:QQW8KRHV}, keywords = {\_\_C:filed:1}, pages = {296--325}, } @misc{santodomingo_creo_2021, title = {"{Creo} en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos"}, copyright = {Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)}, url = {https://eldiariodelaeducacion.com/2021/02/01/creo-en-la-tecnologia-en-la-escuela-pero-hemos-de-poner-al-alumno-y-sus-necesidades-por-delante-de-los-dispositivos/}, abstract = {Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …}, language = {es}, urldate = {2021-02-01}, journal = {El Diario de la Educación}, author = {Santodomingo, Rodrigo}, month = feb, year = {2021}, doi = {10.5281/zenodo.4486389}, note = {Section: Nuevas tecnologías KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486389 2129771:XLP9Q4F7}, } @misc{stevens_crisis_1995, title = {Crisis {Intervention}: {An} {Opportunity} {To} {Change}}, url = {https://files.eric.ed.gov/fulltext/ED405535.pdf}, urldate = {2021-03-03}, publisher = {ERIC Clearinghouse}, author = {Stevens, Brenda A and Ellerbrock, Lynette S}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9Z5K5MZC 2486141:U56FFXZX}, keywords = {⛔ No DOI found}, } @book{stommel_critical_2020, title = {Critical {Digital} {Pedagogy}: {A} {Collection}}, isbn = {978-0-578-72591-8}, shorttitle = {Critical {Digital} {Pedagogy}}, language = {en}, author = {Stommel, Jesse and Friend, Chris and Morris, Sean Michael and Rorabaugh, Pete and Rheingold, Howard and Watters, Audrey and Davidson, Cathy and Stewart, Bonnie and Benjamin, Ruha}, month = jul, year = {2020}, } @misc{stommel_critical_2014, title = {Critical {Digital} {Pedagogy}: a {Definition}}, shorttitle = {Critical {Digital} {Pedagogy}}, url = {https://hybridpedagogy.org/critical-digital-pedagogy-definition/}, abstract = {We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).}, language = {en}, urldate = {2020-09-10}, journal = {Hybrid Pedagogy}, author = {Stommel, Jesse}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2486141:CJVXDLLV}, } @article{remmers_critical_2019, title = {Critical {Hours} and {Important} {Environments}: {Relationships} between {Afterschool} {Physical} {Activity} and the {Physical} {Environment} {Using} {GPS}, {GIS} and {Accelerometers} in 10–12-{Year}-{Old} {Children}}, volume = {16}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, shorttitle = {Critical {Hours} and {Important} {Environments}}, url = {https://www.mdpi.com/1660-4601/16/17/3116}, doi = {10.3390/ijerph16173116}, abstract = {Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.}, language = {en}, number = {17}, urldate = {2022-04-18}, journal = {International Journal of Environmental Research and Public Health}, author = {Remmers, Teun and Thijs, Carel and Ettema, Dick and de Vries, Sanne and Slingerland, Menno and Kremers, Stef}, month = jan, year = {2019}, note = {Number: 17 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {GPS, accelerometer, children, context-specific, physical activity, spatial behavior}, pages = {3116}, } @techreport{ndoye_critical_2012, type = {Synthesis {Report}}, title = {Critical knowledge, skills and qualifications for accelerated and sustainable development in {Africa}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf}, abstract = {The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R\&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.}, language = {en}, author = {Ndoye, M and Walther, R}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UD7XFDU6 2317526:NBSBQZMH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, A:Central Africa, C:Burkina Faso, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:qualification, Q:lifelong learning, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:journeyman, T:vocational skills, publicImportV1, ⛔ No DOI found}, } @book{traxler_critical_2021, title = {Critical mobile pedagogy: cases of digital technologies and learners at the margins}, isbn = {978-0-367-20455-6 978-0-367-20457-0}, shorttitle = {Critical mobile pedagogy}, abstract = {Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.}, language = {English}, author = {Traxler, John and Crompton, Helen}, year = {2021}, note = {OCLC: 1197812174}, } @article{zembylas_critical_2013, title = {Critical pedagogy and emotion: {Working} through ‘troubled knowledge’in posttraumatic contexts}, volume = {54}, shorttitle = {Critical pedagogy and emotion}, doi = {10.1080/17508487.2012.743468}, number = {2}, journal = {Critical Studies in Education}, author = {Zembylas, Michalinos}, year = {2013}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2012.743468 2129771:VHHJWEPF 2486141:J6KHQK2R}, pages = {176--189}, } @article{koseoglu_critical_2020, title = {Critical {Questions} for {Open} {Educational} {Practices}}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1775341}, doi = {10.1080/01587919.2020.1775341}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Koseoglu, Suzan and Bozkurt, Aras and Havemann, Leo}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1775341}, pages = {153--155}, } @book{dreamson_critical_2021, title = {Critical understandings of digital technology in education meta-connective pedagogy}, isbn = {978-1-00-069971-5}, url = {https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781000699715}, language = {English}, urldate = {2022-03-31}, author = {Dreamson, Neal}, year = {2021}, note = {OCLC: 1289828528}, } @article{carvalho_cross-border_2022, title = {Cross-{Border} {Higher} {Education} and {Quality} {Assurance}. {Results} from a {Systematic} {Literature} {Review}}, issn = {1028-3153}, url = {https://doi.org/10.1177/10283153221076900}, doi = {10.1177/10283153221076900}, abstract = {Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.}, language = {en}, urldate = {2022-04-05}, journal = {Journal of Studies in International Education}, author = {Carvalho, Nathan and Rosa, Maria J. and Amaral, Alberto}, month = feb, year = {2022}, note = {Publisher: SAGE Publications Inc}, keywords = {agencies, cooperation, cross-border higher education, higher education institutions, internationalisation, quality assurance, transnational education}, pages = {10283153221076900}, } @incollection{oketch_cross-country_2017, address = {Bielefeld, Germany}, title = {Cross-country comparison of {TVET} systems, practices and policies, and employability of youth in sub-{Saharan} {Africa}}, copyright = {open}, url = {http://dx.doi.org/10.3278/6004570w}, abstract = {In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach.}, language = {eng}, urldate = {2022-05-03}, booktitle = {In: {Eicker}, {F} and {Haseloff}, {G} and {Lennartz}, {B}, (eds.) {Vocational} {Education} and {Training} in sub-{Saharan} {Africa}: {Current} situation and development. (pp. 25-38). {W}.{Bertelsmann} {Verlag}: {Bielefeld}, {Germany}. (2017)}, publisher = {W.Bertelsmann Verlag}, author = {Oketch, M. O.}, editor = {Eicker, F. and Haseloff, G. and Lennartz, B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RPB7RG8H 2486141:HVBC3ADZ}, pages = {25--38}, } @article{oketch_cross-country_2017, title = {Cross-country comparison of {TVET} systems, practices and policies, and employability of youth in {Sub}-{Saharan} {Africa}}, abstract = {In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.}, language = {en}, author = {Oketch, Moses}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6I2JU3NY 2317526:R76QDY82}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, C:Botswana, C:Kenya, CLL:en, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{heinrich_cross-cultural_2018, title = {Cross-{Cultural} {Requisites} for {Reducing} {Educational} and {Digital} {Divides} through {Technology} {Integration}}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:YRFNBWLQ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @techreport{presidio_institute_cross_nodate, title = {Cross {Sector} {Leadership} {Approaches} to {Solve} {Problems} {At} the {Scale} {At} {Which} {They} {Exist}}, url = {http://stanford.ebookhost.net/ssir/digital/52/ebook/1/download.pdf}, author = {{Presidio Institute}}, } @techreport{lewis_cross-sectoral_2022, title = {Cross-{Sectoral} {Learning} in {Implementation} {Research} {Harnessing} the potential to accelerate results for children}, url = {https://www.unicef-irc.org/publications/pdf/Cross-Sectoral-Learning-in-Implementation-Research-Harnessing-the-potential-to-accelerate-results-for-children.pdf}, urldate = {2022-12-17}, institution = {UNICEF Office of Research – Innocenti}, author = {Lewis, Jane and Mildon, Robyn and Steele, Tom}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GG3LBMYB}, } @article{de_vries_cryptocurrencies_2023, title = {Cryptocurrencies on the road to sustainability: {Ethereum} paving the way for {Bitcoin}}, volume = {4}, shorttitle = {Cryptocurrencies on the road to sustainability}, url = {https://www.cell.com/patterns/pdf/S2666-3899(22)00265-3.pdf}, doi = {10.1016/j.patter.2022.100633}, number = {1}, urldate = {2024-03-17}, journal = {Patterns}, author = {De Vries, Alex}, year = {2023}, note = {Publisher: Elsevier}, keywords = {\_yl:b}, } @incollection{bayro-corrochano_cs_2018, address = {Cham}, title = {{CS} {Unplugged}—{How} {Is} {It} {Used}, and {Does} {It} {Work}?}, volume = {8827}, isbn = {978-3-319-12567-1 978-3-319-12568-8}, url = {http://link.springer.com/10.1007/978-3-319-98355-4_29}, abstract = {Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its effectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reflect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.}, language = {en}, urldate = {2021-03-07}, booktitle = {Progress in {Pattern} {Recognition}, {Image} {Analysis}, {Computer} {Vision}, and {Applications}}, publisher = {Springer International Publishing}, author = {Bell, Tim and Vahrenhold, Jan}, editor = {Bayro-Corrochano, Eduardo and Hancock, Edwin}, year = {2018}, doi = {10.1007/978-3-319-98355-4_29}, note = {Series Title: Lecture Notes in Computer Science}, pages = {497--521}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, author = {Stewart, Benjamin L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JV9GYXPT}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @phdthesis{stewart_cultivating_2015, type = {Ph.{D}.}, title = {Cultivating a personal learning network that leads to professional change}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.}, language = {English}, school = {Northcentral University}, author = {Stewart, Benjamin L.}, year = {2015}, note = {ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR}, keywords = {0444:Foreign language education, 0449:Educational leadership, 0710:Educational technology, Actor-network theory, Complexity, Content analysis, Education, Educational leadership, Educational technology, English, Foreign Language, Learning, Personal learning network, Polls \& surveys, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096277, \_\_finaldtb}, } @book{pouezevara_cultivating_2018, title = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}}, isbn = {978-1-934831-22-9}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://www.rti.org/rti-press-publication/cultivating-dynamic-educators}, language = {en}, urldate = {2020-08-12}, publisher = {RTI Press}, editor = {Pouezevara, Sarah}, month = sep, year = {2018}, doi = {10.3768/rtipress.2018.bk.0022.1809}, note = {KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Congo XCO, \_C:Cuba CUB, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @book{stark_cultural_2008, title = {Cultural {Transmission} and {Material} {Culture}: {Breaking} {Down} {Boundaries}}, publisher = {University of Arizona Press}, author = {Stark, Miriam T. and Bowser, Brenda and Horne, Lee and Longacre, William}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7H8HQVC 2317526:RHGFEDTT}, } @book{paris_culturally_2017, address = {New York}, edition = {Illustrated edition}, title = {Culturally {Sustaining} {Pedagogies}: {Teaching} and {Learning} for {Justice} in a {Changing} {World}}, isbn = {978-0-8077-5833-5}, shorttitle = {Culturally {Sustaining} {Pedagogies}}, language = {English}, publisher = {Teachers' College Press}, editor = {Paris, Django and Alim, H. Samy}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6VAX5AUS 2129771:TLECJKKW}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2129771:KA9KB64Q 2405685:CW48D6C7}, keywords = {C:DRC, \_\_C:filed:1}, } @misc{edtech_hub_curated_2021, title = {Curated {Tools} for {Teacher} {Continuous} {Professional} {Development}}, url = {https://edtechhub.org/edtech-tools/curated-tools-tcpd/}, abstract = {EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.}, language = {en-US}, urldate = {2023-01-06}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZTYF3J8A 4426965:B2BQZAZM}, } @incollection{haber_curiosity_2023, address = {Cham}, title = {Curiosity and {Interactive} {Learning} in {Artificial} {Systems}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_3}, abstract = {As “scientists in the crib,” children learn through curiosity, tirelessly seeking novelty and information as they interact—really, play—with both physical objects and the people around them. This flexible capacity to learn about the world through intrinsically motivated interaction continues throughout life. How would we engineer an artificial, autonomous agent that learns in this way – one that flexibly interacts with its environment, and others within it, in order to learn as humans do? In this chapter, I will first motivate this question by describing important advances in artificial intelligence in the last decade, noting ways in which artificial learning within these methods are and are not like human learning. I will then give an overview of recent results in artificial intelligence aimed at replicating curiosity-driven interactive learning. I will then close by speculating on how AI that learns in this fashion could be used as fine-grained computational models of human learning.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Haber, Nick}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_3}, keywords = {Artificial intelligence, Artificial systems, Curiosity, Interactive learning}, pages = {37--54}, } @article{kapwata_current_2018, title = {Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural {Southern} {Africa}}, volume = {15}, doi = {10.3390/ijerph15050952}, number = {5}, journal = {International journal of environmental research and public health}, author = {Kapwata, Thandi and Gebreslasie, Michael T. and Mathee, Angela and Wright, Caradee Yael}, year = {2018}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15050952 2129771:69DINMNG 4682641:USE7MRT4}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {952}, } @article{tipton_current_2019, title = {Current practices in meta‐regression in psychology, education, and medicine}, volume = {10}, issn = {1759-2879, 1759-2887}, url = {https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1339}, doi = {10.1002/jrsm.1339}, abstract = {Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.}, language = {en}, number = {2}, urldate = {2023-11-01}, journal = {Research Synthesis Methods}, author = {Tipton, Elizabeth and Pustejovsky, James E. and Ahmadi, Hedyeh}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1339 2129771:JCBEJPYX}, keywords = {\_yl:b}, pages = {180--194}, } @techreport{unesco_current_2021, title = {Current state of comprehensive sexual education for young people with disabilities in the {East} and {Southern} {African} region: needs assessment; regional report {\textbar} {Health} and {Education} {Resource} {Centre}}, url = {https://healtheducationresources.unesco.org/library/documents/current-state-comprehensive-sexual-education-young-people-disabilities-east-and}, urldate = {2023-08-28}, author = {{UNESCO}}, year = {2021}, } @techreport{bregman_curricula_2008, title = {Curricula, examinations, and assessment in secondary education in sub-saharan {Africa}}, url = {http://documents.worldbank.org/curated/en/395361468202448389/Curricula-examinations-and-assessment-in-secondary-education-in-sub-saharan-Africa}, abstract = {Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments.}, language = {en}, number = {42565}, urldate = {2020-04-28}, institution = {The World Bank}, author = {Bregman, Jacob and Verspoor, Adriaan and Klosowska, Kasha}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2WB5KIBG}, pages = {1--142}, } @book{world_bank_curricula_2008, series = {World {Bank} {Working} {Papers}}, title = {Curricula, {Examinations}, and {Assessment} in {Secondary} {Education} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7348-4 978-0-8213-7349-1}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7348-4}, language = {en}, urldate = {2020-04-28}, publisher = {The World Bank}, author = {{World Bank}}, month = feb, year = {2008}, doi = {10.1596/978-0-8213-7348-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7348-4 2129771:57X9GLID}, } @article{couper_curriculum_2018, title = {Curriculum and training needs of mid-level health workers in {Africa}: {A} situational review from {Kenya}, {Nigeria}, {South} {Africa} and {Uganda}}, doi = {10.1186/s12913-018-3362-9}, abstract = {© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.}, language = {en}, journal = {BMC Health Services Research}, author = {Couper, Ian and Couper, Ian and Ray, Sunanda and Ray, Sunanda and Blaauw, Duane and Ng'Wena, Gideon and Muchiri, Lucy and Oyungu, Eren and Omigbodun, Akinyinka and Omigbodun, Akinyinka and Morhason-Bello, Imran and Ibingira, Charles and Tumwine, James and Conco, Daphney and Fonn, Sharon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12913-018-3362-9 10/gdw4tb 2129771:6QH2RT5L 2317526:KXPW6NSD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Kenya, C:Nigeria, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:curriculum, F:ministry, F:outcomes, F:pedagogy, F:policy, P:health, P:media, P:services, P:technology, R:interview, R:qualitative, R:quantitative, R:questionnaire, T:TVET, T:Training, T:training needs, Z:Curricula, Z:Educational models, Z:Healthcare providers, Z:Healthcare workers, Z:Mid-level workers, Z:Primary healthcare, Z:Quality of healthcare, \_C:Uganda UGA, publicImportV1}, } @article{mulenga_curriculum_2015, title = {Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?.}, shorttitle = {Curriculum design in contemporary teacher education}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6589/Innocent%20and%20Luangala%2C%20Teacher%20Education%20Curriculum%20Designing.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2015}, note = {Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)}, keywords = {⛔ No DOI found}, } @article{changwe_curriculum_2022, title = {Curriculum {Implementation} in {Zambia}: {Best} {Practices} of {Bridging} the {Gap} between the {Intended} and the {Achieved} {School} {Curriculum}}, volume = {6}, shorttitle = {Curriculum {Implementation} in {Zambia}}, url = {https://www.researchgate.net/profile/Robert-Changwe/publication/358545651_Curriculum_Implementation_in_Zambia_Best_Practices_of_Bridging_the_Gap_between_the_Intended_and_the_Achieved_School_Curriculum/links/620768477b05f82592e3b4d8/Curriculum-Implementation-in-Zambia-Best-Practices-of-Bridging-the-Gap-between-the-Intended-and-the-Achieved-School-Curriculum.pdf}, doi = {10.47772/IJRISS.2022.6127}, number = {1}, urldate = {2023-11-28}, journal = {International Journal of Research and Innovation in Social Science}, author = {Changwe, Robert and Mwanza, Christine}, year = {2022}, pages = {437--443}, } @article{mulenga_curriculum_2021, title = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}: {A} {Critique} of their {Effectiveness}}, volume = {2}, shorttitle = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}}, url = {https://ide.unza.zm/index.php/ZJEMAL/article/view/700}, number = {1}, urldate = {2023-12-06}, journal = {Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)}, author = {Mulenga, Innocent Mutale and Mooya, Eugine}, year = {2021}, keywords = {⛔ No DOI found}, pages = {1--21}, } @article{mulenga_curriculum_2021, title = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}: {A} {Critique} of their {Effectiveness}}, url = {https://www.researchgate.net/publication/358395874_Curriculum_Implementation_Strategies_of_Education_Standards_Officers_in_Choma_District_of_Zambia_A_Critique_of_their_Effectiveness}, abstract = {Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.}, language = {en}, author = {Mulenga, Innocent Mutale and Mooya, Eugine}, month = dec, year = {2021}, keywords = {⛔ No DOI found}, } @incollection{simamuna_curriculum_2017, title = {Curriculum re-engineering and development in {Zambia}: the sociology of education in the face of globalisation.}, shorttitle = {Curriculum re-engineering and development in {Zambia}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6591/Curriculum%20Re-Engineering%20and%20Development%20in%20Zambia%20-%20Book%20Chapter.pdf?sequence=1}, urldate = {2023-12-06}, publisher = {The University of Zambia Press}, author = {Simamuna, Mubita Likando and Mulenga, Innocent Mutale}, year = {2017}, } @misc{mullan_curriculum_2020, title = {Curriculum {Reform} and {Building} {Back} {Better}}, url = {https://docs.google.com/presentation/d/1_JP5OL7ZTJMwn90r-NRqmX93CJHSgemMmS30xJQkzl8/edit#slide=id.g8af48ec716_0_7}, urldate = {2020-07-27}, author = {Mullan, Joel and Chuang, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WIFI3RX}, } @article{ogunode_curriculum_2023, title = {Curriculum {Revolution} in {Higher} {Education}: {The} {Mighty} {Role} of {Artificial} {Intelligence}}, volume = {25}, shorttitle = {Curriculum {Revolution} in {Higher} {Education}}, url = {https://ijins.umsida.ac.id/index.php/ijins/article/view/971}, doi = {10.21070/ijins.v25i.971}, urldate = {2024-02-24}, journal = {Indonesian Journal of Innovation Studies}, author = {Ogunode, Niyi Jacob and UKOZOR, Conrad Ugochukwu}, year = {2023}, keywords = {\_z:no\_pdf}, pages = {10--21070}, } @incollection{pitchford_customised_2023, address = {Cham}, title = {Customised {E}-{Learning} {Platforms}}, isbn = {978-3-030-86065-3}, url = {https://doi.org/10.1007/978-3-030-86065-3_11}, abstract = {More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50\% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.}, language = {en}, urldate = {2022-12-21}, booktitle = {Introduction to {Development} {Engineering}: {A} {Framework} with {Applications} from the {Field}}, publisher = {Springer International Publishing}, author = {Pitchford, Nicola}, editor = {Madon, Temina and Gadgil, Ashok J. and Anderson, Richard and Casaburi, Lorenzo and Lee, Kenneth and Rezaee, Arman}, year = {2023}, doi = {10.1007/978-3-030-86065-3_11}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-86065-3\_11 4804264:YYP8PDJJ}, keywords = {Customized e-learning platforms, Education technology, Evaluation, Final\_citation, Global leaning crisis, Implementation, Literacy, Malawi, Numeracy, cited, existing}, pages = {269--292}, } @article{zhu_cyberbullying_2021, title = {Cyberbullying {Among} {Adolescents} and {Children}: {A} {Comprehensive} {Review} of the {Global} {Situation}, {Risk} {Factors}, and {Preventive} {Measures}}, volume = {9}, issn = {2296-2565}, shorttitle = {Cyberbullying {Among} {Adolescents} and {Children}}, url = {https://www.frontiersin.org/articles/10.3389/fpubh.2021.634909}, doi = {10.3389/fpubh.2021.634909}, abstract = {Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children.Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication \& Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors.Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3\%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5\%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned.Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.}, language = {en}, urldate = {2023-01-05}, journal = {Frontiers in Public Health}, author = {Zhu, Chengyan and Huang, Shiqing and Evans, Richard and Zhang, Wei}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.634909 4804264:XBNWTBNA 4804264:YW7G7IVA}, keywords = {Final\_citation, anystyle, existing}, } @article{muralidharan_cycling_2017, title = {Cycling to {School}: {Increasing} {Secondary} {School} {Enrollment} for {Girls} in {India}}, volume = {9}, url = {http://www.nber.org/papers/w19305}, doi = {10.1257/app.20160004}, abstract = {We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia.}, journal = {American Economic Journal: Applied Economics}, author = {Muralidharan, Karthik and Prakash, Nishith}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20160004 2129771:4DH7B8U6}, keywords = {\_genre:PR-primary\_research, interesting}, pages = {321--350}, } @misc{ministry_of_foreign_affairs_of_denmark_danida_nodate, title = {Danida and {Denmark}’s development cooperation}, url = {http://um.dk/en/danida-en/}, abstract = {Danida}, language = {en}, urldate = {2018-11-30}, author = {Ministry of Foreign Affairs of Denmark}, note = {UA-8afa855c-dc29-462a-b81d-f1e92c8ec140 KerkoCite.ItemAlsoKnownAs: 2129771:4QTTDE9G 2317526:859VJN2R}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @article{el-zant_dark_2002, title = {Dark halo shapes and the fate of stellar bars}, volume = {577}, doi = {10.1086/342117}, number = {2}, journal = {The Astrophysical Journal}, author = {El-Zant, Amr and Shlosman, Isaac}, year = {2002}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/342117 2129771:6IPB77G4}, keywords = {\_\_C:filed:1}, pages = {626}, } @article{zasov_dark_2017, title = {Dark matter in galaxies}, volume = {60}, doi = {10.3367/UFNe.2016.03.037751}, number = {1}, journal = {Physics-Uspekhi}, author = {Zasov, Anatolii Vladimirovich and Saburova, Ann S. and Khoperskov, Alexander Valentinovich and Khoperskov, Sergey A.}, year = {2017}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.3367/UFNe.2016.03.037751 2129771:NGRHGSFA}, keywords = {\_\_C:filed:1}, pages = {3}, } @article{knight_darpa_2017, title = {Darpa {Is} {Funding} {Projects} that {Will} {Try} to {Open} up {AI}’s {Black} {Boxes}}, url = {https://www.technologyreview.com/2017/04/13/152590/thefinancial-world-wants-to-open-ais-black-boxes/.}, language = {en}, journal = {MIT Technology Review}, author = {Knight, W.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZPVJ4CNV 2486141:AX7KT6F5}, keywords = {⛔ No DOI found}, } @article{gunning_darpas_2019, title = {{DARPA}’s {Explainable} {Artificial} {Intelligence} ({XAI}) {Program}}, volume = {40}, doi = {10.1609/aimag.v40i2.2850}, language = {zu}, number = {2}, journal = {AI Magazine}, author = {Gunning, D and Aha, D}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1609/aimag.v40i2.2850 2129771:2SPCW43Q 2486141:U97RPNKP}, pages = {44--58}, } @misc{xie_darwin_2023, title = {{DARWIN} {Series}: {Domain} {Specific} {Large} {Language} {Models} for {Natural} {Science}}, shorttitle = {{DARWIN} {Series}}, url = {http://arxiv.org/abs/2308.13565}, doi = {10.48550/arXiv.2308.13565}, abstract = {Emerging tools bring forth fresh approaches to work, and the field of natural science is no different. In natural science, traditional manual, serial, and labour-intensive work is being augmented by automated, parallel, and iterative processes driven by artificial intelligence-based experimental automation and more. To add new capabilities in natural science, enabling the acceleration and enrichment of automation of the discovery process, we present DARWIN, a series of tailored LLMs for natural science, mainly in physics, chemistry, and material science. This series relies on open-source LLM, incorporating structured and unstructured scientific knowledge from public datasets and literature. We fine-tuned the models using over 60,000 instruction data points, emphasizing factual correctness. During the fine-tuning, we introduce the Scientific Instruction Generation (SIG) model, automating instruction generation from scientific texts. This eliminates the need for manual extraction or domain-specific knowledge graphs and efficiently injects scientific knowledge into the model. We also explore multi-task training strategies, revealing interconnections between scientific tasks. DARWIN series not only achieves state-of-the-art results on various scientific tasks but also diminishes reliance on closed-source AI models. Our research showcases the ability of LLM in the scientific domain, with the overarching goal of fostering prosperity within the broader AI for science community.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Xie, Tong and Wan, Yuwei and Huang, Wei and Yin, Zhenyu and Liu, Yixuan and Wang, Shaozhou and Linghu, Qingyuan and Kit, Chunyu and Grazian, Clara and Zhang, Wenjie and Razzak, Imran and Hoex, Bram}, month = aug, year = {2023}, note = {arXiv:2308.13565 [cond-mat, physics:physics]}, keywords = {Computer Science - Computation and Language, Condensed Matter - Materials Science, Physics - Applied Physics}, } @techreport{euler_duale_2013, title = {Das duale {System} in {Deutschland} – {Vorbild} für einen {Transfer} ins {Ausland}?}, url = {https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Das_duale_System_in_Deutschland.pdf}, urldate = {2020-05-28}, institution = {Bertelsmann Stiftung}, author = {Euler, Dieter}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6}, } @article{belotto_data_2018, title = {Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis.}, volume = {23}, shorttitle = {Data analysis methods for qualitative research}, url = {https://nsuworks.nova.edu/tqr/vol23/iss11/2/}, doi = {10.46743/2160-3715/2018.3492}, number = {11}, journal = {The Qualitative Report}, author = {Belotto, Michael J.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2534378:6EM4AA2V 2534378:EHPTTHWF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2622--2633}, } @techreport{vijil_data_2022, type = {Helpdesk {Response}}, title = {Data collection and visualisation tools in the education sector in sub-{Saharan} {Africa} and {South} {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P833K7KC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0151}, note = {ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U}, keywords = {\_r:AddedByZotZen}, } @techreport{gonsalves_data_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Data {Collection} {Report}: {OECS} {Declaration} on {Education} {Statement}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/8MXW5XLH}, number = {7}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0262}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0262 2129771:8MXW5XLH}, keywords = {Author:OpenDevEd}, } @article{maass_data-driven_2018, title = {Data-driven meets theory-driven research in the era of big data: opportunities and challenges for {Information} {Systems} research}, volume = {19}, doi = {10.17705/1jais.00526}, language = {en}, number = {12}, journal = {Journal of the Association for Information Systems}, author = {Maass, W. and Parsons, J. and Purao, S.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00526 2129771:TYHB48SE 2486141:B4DX8TPE}, keywords = {\_z:no\_pdf}, pages = {1253--1273}, } @article{traxler_data_2020, title = {Data for {Development}: {Shifting} {Research} {Methodologies} for {Covid}-19}, volume = {7}, copyright = {Copyright (c) 2020 John Traxler, Matt Smith}, issn = {2311-1550}, shorttitle = {Data for {Development}}, url = {https://jl4d.org/index.php/ejl4d/article/view/463}, abstract = {Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Traxler, John and Smith, Matt}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:ZYYRZURH}, keywords = {COVID, development, digital research, marginalised communities, research methods, ⛔ No DOI found}, pages = {306--325}, } @techreport{deutsche_gesellschaft_fur_internationale_zusammenarbeit_giz_gmbh_data_2017, title = {Data for development: {What}’s next? {Concepts}, trends and recommendations for {German} development cooperation}, url = {https://webfoundation.org/docs/2018/01/Final_Data-for-development_Whats-next_Studie_EN.pdf}, urldate = {2024-03-19}, author = {{Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:B24Y6BP5}, keywords = {Final\_citation}, } @book{hasler_data_2020, address = {Bonn, Germany}, title = {Data {Log} — {Technical} and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative Commons Attribution (CC BY 4.0)}, language = {English}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa and Khalayleh, Abdullah and McBurnie, Chris and Allier-Gagneur, Zoé and Adam, Taskeen}, year = {2020}, doi = {10.5281/zenodo.3976866}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976866 2129771:DYNH5EWU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, Reviewed, \_yl:ab}, } @misc{rise_data_2020, type = {Text}, title = {Data {Visualisations}: {Estimating} {COVID}-19 related learning losses and effects of mitigation {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/tools/simulating-learning}, urldate = {2020-11-05}, journal = {RISE Programme}, author = {{RISE}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MLTBLS5U 2486141:YZJXIQAE}, } @misc{uweso_datasets_nodate, title = {Datasets}, url = {https://www.uwezo.net/publications/datasets/?y=2012}, urldate = {2020-08-24}, author = {UWESO}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JAJ3S2J2}, } @book{bundesinstitut_fur_berufsbildung_datenreport_2021, title = {Datenreport zum {Berufsbildungsbericht} 2021 {Informationen} und {Analysen} zur {Entwicklung} der beruflichen {Bildung}.}, isbn = {978-3-96208-268-0}, language = {de}, author = {Bundesinstitut für Berufsbildung}, year = {2021}, note = {OCLC: 1277292145 KerkoCite.ItemAlsoKnownAs: 2129771:NAQP8RPC 2486141:5LSSBGT2 2486141:SXLMCLM7}, } @misc{noauthor_dbir_nodate, title = {{DBIR}: aacte-jte-major-forum-presentations-on-design-research-for-improvement}, url = {http://learndbir.org/talks-and-papers/aacte-jte-major-forum-presentations-on-design-research-for-improvement}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C93UBPGJ}, } @misc{noauthor_dbir_nodate, title = {{DBIR}: analysing-curriculum-implementation-from-integrity-and-actor-oriented-perspectives}, url = {http://learndbir.org/talks-and-papers/analysing-curriculum-implementation-from-integrity-and-actor-oriented-perspectives}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6C6XFDLG}, } @misc{noauthor_dbir_2015, title = {{DBIR}: december-2015-rpp-forum-roles-in-partnerships-2}, url = {http://learndbir.org/talks-and-papers/december-2015-rpp-forum-roles-in-partnerships-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CLMXSH7Y}, } @misc{noauthor_dbir_2016, title = {{DBIR}: february-2016-rpp-forum-measuring-results-of-partnerships-2}, url = {http://learndbir.org/talks-and-papers/february-2016-rpp-forum-measuring-results-of-partnerships-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YQ9R7IQD}, } @misc{noauthor_dbir_2015, title = {{DBIR}: hoctober-2015-rpp-forum-getting-a-partnership-started-2}, url = {http://learndbir.org/talks-and-papers/october-2015-rpp-forum-getting-a-partnership-started-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MJH4TCV9}, } @misc{noauthor_dbir_nodate, title = {{DBIR}: infrastructuring-as-a-practice-for-promoting-transformation-and-equity-in-design-based-implementation-research}, url = {http://learndbir.org/resources/infrastructuring-as-a-practice-for-promoting-transformation-and-equity-in-design-based-implementation-research}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AD887V7E}, } @misc{noauthor_dbir_2016, title = {{DBIR}: january-2016-rpp-forum-addressing-challenges-in-partnerships-2}, url = {http://learndbir.org/talks-and-papers/january-2016-rpp-forum-addressing-challenges-in-partnerships-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:668E57HL}, } @misc{noauthor_dbir_2015, title = {{DBIR}: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2}, url = {http://learndbir.org/talks-and-papers/november-2015-rpp-forum-defining-the-focus-of-partnership-work-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DYFL8SLJ}, } @misc{noauthor_dbir_2015, title = {{DBIR}: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2}, url = {http://learndbir.org/talks-and-papers/nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5H4IEKLQ}, } @misc{noauthor_dbir_2015, title = {{DBIR}: nsta-2015-pdi-developing-next-generation-science-assessments-2}, url = {http://learndbir.org/talks-and-papers/nsta-2015-pdi-developing-next-generation-science-assessments-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YQR4QU4K}, } @misc{noauthor_dbir_2016, title = {{DBIR}: nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2}, url = {http://learndbir.org/talks-and-papers/nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4VLSZ8MA}, } @misc{noauthor_dbir_2016, title = {{DBIR}: sss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2}, url = {http://learndbir.org/talks-and-papers/csss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I92FS7LW}, } @misc{noauthor_dbir_nodate, title = {{DBIR}: utah-seed-professional-development}, url = {http://learndbir.org/talks-and-papers/utah-seed-professional-development}, language = {en-us}, urldate = {2022-12-25}, journal = {DBIR}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KZFB2WZT}, } @techreport{noauthor_de_tablet_voor_vrij_lezen_digitaalpdf_nodate, title = {de\_tablet\_voor\_vrij\_lezen\_digitaal.pdf}, url = {https://www.lezen.nl/sites/default/files/de_tablet_voor_vrij_lezen_digitaal.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L4WHLV4T}, keywords = {\_\_C:filed:1, \_\_C:scheme:1}, } @article{bhutoria_dealing_2022, title = {Dealing with online and blended education in modern challenging times}, volume = {49}, doi = {10.1007/s40622-022-00323-y}, number = {2}, journal = {DECISION}, author = {Bhutoria, Aditi}, year = {2022}, note = {Publisher: Springer}, pages = {179--180}, } @article{ajadi_deaththis_2012, title = {'{Death}...this isn't funny'}, volume = {June17 [27}, language = {en}, journal = {Sunday Sun (National}, author = {Ajadi, S.B.}, year = {2012}, note = {Place: Ajadi, S.B}, keywords = {⛔ No DOI found}, } @book{povey_debates_2020, address = {London}, edition = {2}, title = {Debates in {Mathematics} {Education}}, isbn = {978-0-429-02101-5}, abstract = {This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.}, publisher = {Routledge}, editor = {Povey, Hilary, Gwen Ineson}, month = jul, year = {2020}, doi = {10.4324/9780429021015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429021015 2129771:9QCKWUDH 5168324:DUAD5LDZ}, } @article{gropello_decentralization_2011, title = {Decentralization and educational performance: evidence from the {PROHECO} {Community} {School} {Program} in rural {Honduras}}, volume = {19}, doi = {10.1080/09645290902992816}, journal = {Education Economics}, author = {Gropello, Di and {Emanuela} and Marshall, Jeffery H.}, year = {2011}, pages = {161--80}, } @misc{yan_chen_decentralized_2020, title = {Decentralized {Governance} of {Digital} {Platforms} - {Yan} {Chen}, {Jack} {I}. {Richter}, {Pankaj} {C}. {Patel}, 2021}, url = {https://journals.sagepub.com/doi/10.1177/0149206320916755}, urldate = {2024-03-04}, author = {{Yan Chen} and {Jack I. Richter} and {Pankaj C. Patel}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZJYE57QM}, keywords = {Final\_citation}, } @article{kud_decentralized_2023, title = {Decentralized {Information} {Platforms} in {Public} {Governance}: {Reconstruction} of the {Modern} {Democracy} or {Comfort} {Blinding}?}, volume = {46}, issn = {0190-0692, 1532-4265}, shorttitle = {Decentralized {Information} {Platforms} in {Public} {Governance}}, url = {https://www.tandfonline.com/doi/full/10.1080/01900692.2021.1993905}, doi = {10.1080/01900692.2021.1993905}, language = {en}, number = {3}, urldate = {2024-03-04}, journal = {International Journal of Public Administration}, author = {Kud, Aleksandr}, month = feb, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01900692.2021.1993905 4804264:QPRZLR66}, keywords = {Final\_citation}, pages = {195--221}, } @book{jansen_decolonisation_2019, title = {Decolonisation in {Universities}: {The} politics of knowledge}, isbn = {978-1-77614-337-5}, shorttitle = {Decolonisation in {Universities}}, abstract = {In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.}, language = {en}, publisher = {NYU Press}, author = {Jansen, Jonathan}, month = aug, year = {2019}, note = {Google-Books-ID: DgKiDwAAQBAJ}, keywords = {Political Science / History \& Theory}, } @misc{moustafa_decolonising_2022, title = {Decolonising {Open} {Educational} {Resources} ({OER}): {Why} the focus on ‘open’ and ‘access’ is not enough for the {EdTech} revolution}, shorttitle = {Decolonising {Open} {Educational} {Resources} ({OER})}, url = {https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/}, abstract = {Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.}, language = {en-US}, urldate = {2022-06-08}, journal = {EdTech Hub}, author = {Moustafa, Nariman}, month = apr, year = {2022}, keywords = {Author:OpenDevEd}, } @article{pant_decrypting_2022, title = {Decrypting the {Learners}’ {Retention} {Factors} in {Massive} {Open} {Online} {Courses}}, volume = {9}, copyright = {Copyright (c) 2022 Harsh Vardhan Pant, Manoj Chandra Lohani , Jeetendra Pande}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/570}, abstract = {Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Pant, Harsh Vardhan and Lohani, Manoj Chandra and Pande, Jeetendra}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Classification, Data-Mining, Factor, Factors, MOOC, Model, PLS, Retention, ⛔ No DOI found}, pages = {37--54}, } @article{noauthor_deep-diving_2023, chapter = {Scotland}, title = {Deep-diving robots checking for climate collapse in our oceans}, url = {https://www.bbc.com/news/uk-scotland-67359467}, abstract = {Scientists in Scotland are monitoring the North Atlantic for signs of weakening warm water currents.}, language = {en-GB}, urldate = {2023-11-24}, journal = {BBC News}, month = nov, year = {2023}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the {Global} {South}}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny and Ahmed, Atef and Makalima, Shumi and Power, Tom}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{goodfellow_deep_2016, address = {Cambridge, MA}, title = {Deep {Learning}, {Adaptive} {Computation} and {Machine} {Learning} {Series}}, language = {en}, publisher = {MIT Press}, author = {Goodfellow, I. and Bengio, Y and Courville, A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IY5GDAM8 2486141:J3Y8B63Y}, } @incollection{varkonyi-koczy_deep_2020, address = {Cham}, title = {Deep {Learning} and {Machine} {Learning} in {Hydrological} {Processes} {Climate} {Change} and {Earth} {Systems} a {Systematic} {Review}}, volume = {101}, isbn = {978-3-030-36840-1 978-3-030-36841-8}, url = {http://link.springer.com/10.1007/978-3-030-36841-8_5}, language = {en}, urldate = {2024-02-24}, booktitle = {Engineering for {Sustainable} {Future}}, publisher = {Springer International Publishing}, author = {Ardabili, Sina and Mosavi, Amir and Dehghani, Majid and Várkonyi-Kóczy, Annamária R.}, editor = {Várkonyi-Kóczy, Annamária R.}, year = {2020}, doi = {10.1007/978-3-030-36841-8_5}, note = {Series Title: Lecture Notes in Networks and Systems}, pages = {52--62}, } @incollection{zhang_deep_2023, address = {Cham}, title = {Deep {Learning} in {Automatic} {Math} {Word} {Problem} {Solvers}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_14}, abstract = {The design of an automatic solver for mathematical word problems (MWPs) dates back to the early 1960s and regained booming attention in recent years, owing to revolutionary advances in deep learning. Its objective is to parse the human-readable word problems into machine-understandable logical expressions. The problem is challenging due to the existence of a substantial semantic gap. To a certain extent, MWPs have been recognized as good test beds to evaluate the intelligence level of agents in terms of natural language understanding and automatic reasoning. The successful solving of MWPs can benefit online tutoring and constitute a milestone toward general AI. In this chapter, we present a general introduction to the technical evolution trend for MWP solvers in recent decades and pay particular attention to recent advancement with deep learning models. We also report their performances on public benchmark datasets, which can update readers’ understandings of the latest status of automatic math problem solvers.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Zhang, Dongxiang}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_14}, keywords = {Automatic reasoning, Deep learning, Math word problems, Natural language processing}, pages = {233--246}, } @article{dickens_defining_2019, title = {Defining and {Quantifying} {National}-{Level} {Targets}, {Indicators} and {Benchmarks} for {Management} of {Natural} {Resources} to {Achieve} the {Sustainable} {Development} {Goals}}, volume = {11}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2071-1050}, url = {https://www.mdpi.com/2071-1050/11/2/462}, doi = {10.3390/su11020462}, abstract = {The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies.}, language = {en}, number = {2}, urldate = {2022-08-30}, journal = {Sustainability}, author = {Dickens, Chris and Smakhtin, Vladimir and McCartney, Matthew and O’Brien, Gordon and Dahir, Lula}, month = jan, year = {2019}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {Author:OpenDevEd, SDGs, benchmark, goal, natural resources, resource security, standard, target, water resources}, pages = {462}, } @techreport{world_health_organization_defining_2006, address = {Geneva}, title = {Defining sexual health: report of a technical consultation on sexual health, 28–31 {January} 2002, {Geneva}}, url = {https://www.cesas.lu/perch/resources/whodefiningsexualhealth.pdf}, urldate = {2023-08-28}, author = {{World Health Organization}}, year = {2006}, } @article{cooper_defining_2018, title = {Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies}, volume = {18}, issn = {1471-2288}, shorttitle = {Defining the process to literature searching in systematic reviews}, url = {https://doi.org/10.1186/s12874-018-0545-3}, doi = {10.1186/s12874-018-0545-3}, abstract = {Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence.}, number = {1}, urldate = {2021-04-17}, journal = {BMC Medical Research Methodology}, author = {Cooper, Chris and Booth, Andrew and Varley-Campbell, Jo and Britten, Nicky and Garside, Ruth}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-018-0545-3 2129771:2GE3KZR9}, keywords = {Citation Chasing, Information Specialists, Literature Search Process, Tacit Models, Unique Guidance}, pages = {85}, } @article{steyn_delegates_2014, title = {Delegates' {Experience} of a {Professional} {Development} {Workshop} for {Staff} of {Nigerian} {Independent} {Schools}: {An} {Appreciative} {Inquiry}}, issn = {20399340, 20392117}, shorttitle = {Delegates' {Experience} of a {Professional} {Development} {Workshop} for {Staff} of {Nigerian} {Independent} {Schools}}, url = {http://mcser.org/journal/index.php/mjss/article/view/4682}, doi = {10.5901/mjss.2014.v5n23p1470}, language = {en}, urldate = {2020-07-25}, journal = {Mediterranean Journal of Social Sciences}, author = {Steyn, Gm}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n23p1470 2129771:4PPI5YBP 2486141:RABHZRUE}, keywords = {\_AcademicRecoveryOECS}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies}}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2022-12-23}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:3H8IIKFW}, keywords = {Final\_citation, cited, existing}, } @techreport{noauthor_delivering_2020, title = {Delivering distance learning in emergencies: {A} review of evidence and best practice}, institution = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSZ7GBL3}, } @misc{noauthor_delivering_nodate, title = {Delivering {Distance} {Learning} in {Emergencies} {An} {Overview}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20An%20Overview.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KUH8QRG8}, } @misc{noauthor_delivering_nodate, title = {Delivering {Distance} {Learning} in {Emergencies} {Recommendations}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20Recommendations.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PF4LWTXE}, } @misc{noauthor_delivering_nodate, title = {{DELIVERING} {DISTANCE} {LEARNING} {IN} {EMERGENCIES}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SKLDGAZL}, } @article{barreraosorio_delivering_2017, title = {Delivering education to the underserved through a public‐private partnership program in {Pakistan}}, volume = {8177}, journal = {World Bank Policy Research Working Paper}, author = {Barrera‐Osorio, Felipe and Blakeslee, David S. and Hoover, Matthew and Linden, Leigh L. and Raju, Dhushyanth and Ryan, Stephen P.}, year = {2017}, keywords = {⛔ No DOI found}, } @techreport{islam_delivering_2022, title = {Delivering {Remote} {Learning} {Using} a {Low}-{Tech} {Solution}: {Evidence} from an {RCT} during the {Covid}-19 {Pandemic}}, shorttitle = {Delivering {Remote} {Learning} {Using} a {Low}-{Tech} {Solution}}, language = {en}, institution = {EdTech Hub}, author = {Islam, Asad and Wang, Liang Choon and Hassan, Hashibul}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6IBI8JWJ 4804264:D3L8MYTT}, keywords = {Final\_citation, cited, existing}, } @article{tull_delivering_2017, title = {Delivering school health programmes}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13292}, abstract = {This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery.}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = apr, year = {2017}, note = {Accepted: 2017-10-19T12:58:59Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:VQDFV7BD 4869029:UTIJCN2N}, keywords = {⛔ No DOI found}, } @book{co-_democracy_2015, address = {Kano}, title = {Democracy and {Governance} in {Nigeria}: {Challenges} and {Prospects}}, language = {en}, publisher = {Bayero University}, author = {{Co-}}, year = {2015}, } @incollection{rother_democracy_2016, title = {Democracy on the {Move}? {The} {Potential} {Link} {Between} {Circular} {Migration} and {Democratization}}, isbn = {978-3-319-28894-9}, shorttitle = {Democracy on the {Move}?}, abstract = {This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.}, author = {Rother, Stefan}, month = jun, year = {2016}, doi = {10.1007/978-3-319-28896-3_10}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-28896-3\_10 2129771:XI7XT3U4 2486141:YC8UH4AJ}, pages = {195--216}, } @article{rakumako_demographic_2010, title = {Demographic profile and perceived {INSET} needs of secondary {Mathematics} teachers in {Limpopo} province}, doi = {10.15700/saje.v30n1a319}, abstract = {The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67\% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics}, author = {Rakumako, Angeline and Laugksch, Rüdiger C.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v30n1a319 10/ggtb6g 2129771:V5B498AS}, } @article{krauss_demonstrating_2021, title = {Demonstrating critically reflexive {ICT4D} project conduct in rural {South} {Africa}}, doi = {10.1080/02681102.2021.1928588}, journal = {Information Technology for Development}, author = {Krauss, Kirstin EM}, year = {2021}, note = {Publisher: Taylor \& Francis}, pages = {1--28}, } @misc{noauthor_department_nodate, title = {Department for {International} {Development}}, url = {https://www.gov.uk/government/organisations/department-for-international-development}, abstract = {The Department for International Development (DFID) leads the UK’s work to end extreme poverty. We are tackling the global challenges of our time including poverty and disease, mass migration, insecurity and conflict. Our work is building a safer, healthier, more prosperous world for people in developing countries and in the UK too. DFID is a ministerial department, supported by 2 agencies and public bodies .}, language = {en}, urldate = {2020-05-27}, journal = {DFID UK}, note = {Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:KSH29R6N 2317526:DLZU99M9}, } @techreport{department_of_education_department_2016, address = {Castries}, title = {Department of {Education} {Statistical} {Digest}}, url = {http://www.govt.lc/media.govt.lc/www/resources/publications/digest-2016-electronic-version.pdf}, urldate = {2020-11-11}, institution = {Government of St. Lucia}, author = {{Department of Education}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JX5MZTC3 2486141:I8VCURWV}, } @misc{noauthor_department_nodate, title = {Department of {Higher} {Education} and {Training}}, url = {https://www.dhet.gov.za/}, urldate = {2020-07-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7NB7LYIW}, } @misc{government_of_south_africa_department_nodate, title = {Department of {Higher} {Education} and {Training}}, url = {http://www.dhet.gov.za/SitePages/SETAlinks.aspx}, urldate = {2018-11-28}, author = {{Government of South Africa}}, note = {UA-07cc0534-428d-489b-85de-14dad7534c7e KerkoCite.ItemAlsoKnownAs: 2129771:EV2BTAQX 2317526:K2KH3VF7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1, tVET Key\_institution}, } @phdthesis{gyesi_department_2019, type = {{PhD} {Thesis}}, title = {{DEPARTMENT} {OF} {INFORMATION} {STUDIES}}, school = {University of Ghana}, author = {GYESI, MARYLAND AWER}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FK2MHCMT}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.5281/zenodo.3971656}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 2129771:YZIID28Y 2405685:85C5HVC7 2405685:I86XXKMH 2339240:WYT4QCIW 2339240:7P4VDPLY}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode, publishPDF}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop: A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. An implementation plan to guide the deployment of the e-learning system. This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2405685:T2W7MU3K 2405685:ZI8PHKCC 2339240:R72E853W}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.5281/zenodo.3941727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 2129771:KLLMDHKK 2405685:K7JDL4IL 2339240:Y5Z46TRU}, keywords = {C:Tanzania, H:Online learning, LP: English, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode, publishPDF}, } @inproceedings{wallace_deploying_2012, address = {Miami, Florida, USA}, title = {Deploying an interactive machine learning system in an evidence-based practice center: {Abstrackr}}, language = {en}, booktitle = {Proceedings of the {ACM} {SIGHIT} {International} {Health} {Informatics} {Symposium}}, author = {Wallace, B.C. and Small, K. and Brodley, C.E.}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KPXHCZMC 2486141:TIRDP2SD}, pages = {819--824}, } @article{leal_filho_deploying_2022, title = {Deploying artificial intelligence for climate change adaptation}, volume = {180}, url = {https://www.sciencedirect.com/science/article/pii/S0040162522001949}, doi = {10.1016/j.techfore.2022.121662}, urldate = {2024-02-24}, journal = {Technological Forecasting and Social Change}, author = {Leal Filho, Walter and Wall, Tony and Mucova, Serafino Afonso Rui and Nagy, Gustavo J. and Balogun, Abdul-Lateef and Luetz, Johannes M. and Ng, Artie W. and Kovaleva, Marina and Azam, Fardous Mohammad Safiul and Alves, Fátima}, year = {2022}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:JQ9G8AHZ 2129771:Q8HSB9ML 2129771:TTQJYJPB}, pages = {121662}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, copyright = {Copyright (c) 2023 Salome Maro, Aron Kondoro, Björn Haßler, Joel Mtebe, Jamie Proctor}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, language = {en}, number = {2}, urldate = {2023-07-29}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {Number: 2}, pages = {280--296}, } @article{buchner_flipped_2019, title = {Der {Flipped} {Classroom} als {Motor} für {Open} {Educational} {Resources}?}, volume = {34}, doi = {10.21240/mpaed/34/2020.01.24.X}, journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, author = {Buchner, Josef and Höfler, Elke}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21240/mpaed/34/2020.01.24.X 2129771:42UAQMBY}, keywords = {\_C:Austria AUT, \_C:South Africa ZAF, \_\_C:filed:1, \_\_C:scheme:1}, pages = {67--88}, } @article{pore_design_2018, title = {Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting}, volume = {2017}, issn = {1942-597X}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977610/}, abstract = {During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level.}, urldate = {2020-09-01}, journal = {AMIA Annual Symposium Proceedings}, author = {Pore, Meenal and Sengeh, David M. and Mugambi, Purity and Purswani, Nuri V. and Sesay, Tom and Arnold, Anna Lena and Tran, Anh-Minh A. and Myers, Ralph}, month = apr, year = {2018}, pmid = {29854209}, pmcid = {PMC5977610}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9G4XAC7L}, keywords = {\_C:Sierra Leone SLE}, pages = {1401--1410}, } @article{sandoval_design_2018, title = {Design and {Implementation} of a {Chatbot} in {Online} {Higher} {Education} {Settings}.}, volume = {19}, number = {4}, journal = {Issues in Information Systems}, author = {Sandoval, Zoroayka V.}, year = {2018}, keywords = {⛔ No DOI found}, } @article{nellesen_design_nodate, title = {Design and {Implementation} of a {Learning} {Application} to {Sensitize} {Senior} {Citizens} for {Internet} {Security}}, language = {en}, author = {Nellesen, Marcel}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:93BV4MJD}, keywords = {\_C:Germany DEU, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {92}, } @inproceedings{chandra_kruse_design_2019, address = {Worcester, MA, USA}, title = {Design archaeology: {Generating} design knowledge from real-world artifact design}, language = {en}, booktitle = {Proceedings of the {International} {Conference} on {Design} {Science} {Research} in {Information} {Systems} and {Technology}}, author = {Chandra Kruse, L and Seidel, S and Brocke, J}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CX5EEWCE 2486141:YJJM63LG}, keywords = {⛔ No DOI found}, pages = {32--45}, } @article{lemahieu_design-based_2017, title = {Design-based implementation research}, doi = {10.1108/QAE-11-2016-0077}, journal = {Quality Assurance in Education}, author = {LeMahieu, Paul G. and Nordstrum, Lee E. and Potvin, Ashley Seidel}, year = {2017}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QAE-11-2016-0077 2129771:IDZX4JTC}, } @article{fishman_design-based_2013, title = {Design-{Based} {Implementation} {Research}: {An} {Emerging} {Model} for {Transforming} the {Relationship} of {Research} and {Practice}}, doi = {10.1177/016146811311501415}, abstract = {This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.}, language = {en}, author = {Fishman, Barry J and Penuel, William R and Allen, Anna-Ruth and Cheng, Britte Haugan and Sabelli, Nora}, year = {2013}, note = {EdTechHub.Source: 2405685:NYT7JDUT KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2405685:NYT7JDUT}, pages = {21}, } @techreport{koomar_design-based_2022, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, shorttitle = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZC6JT3M4 4426965:PI77U7J3}, } @inproceedings{ubaidullah_design_2016, title = {Design {Based} {Implementation} {Research} ({DBIR}) for {Sustaining} {Innovation} in {Classroom} {Instruction}}, author = {Ubaidullah, Aysha}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4426965:T5VHTDAS 4804264:CRLEXSP6}, keywords = {Final\_citation, cited, existing}, } @inproceedings{ubaidullah_design_2016, title = {{DESIGN} {BASED} {IMPLEMENTATION} {RESEARCH} ({DBIR}) {FOR} {SUSTAINING} {INNOVATION} {IN} {CLASSROOM} {INSTRUCTION}}, author = {Ubaidullah, Aysha}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PRCKY3MA 2447227:J58LDD5Q 4426965:T5VHTDAS}, } @phdthesis{anwar_design-based_2017, type = {{PhD}}, title = {Design-based online teacher professional development to introduce integration of {STEM} in {Pakistan}}, url = {https://conservancy.umn.edu/handle/11299/185626}, abstract = {In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Minnesota}, author = {Anwar, Tasneem}, year = {2017}, note = {ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH}, keywords = {0530:Teacher education, 0714:Science education, Attitude Measures, Community of practice, Design, Design-based research, ERIC, Resources in Education (RIE), Education, Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Interdisciplinary Approach, Interviews, Models, Online Courses, Online teacher professional development, Pakistan, Reflective practices, STEM Education, Science education, Stem integration, Student Centered Learning, Teacher Attitudes, Teacher education, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096054, \_\_finaldtb}, } @article{armstrong_design-based_2020, title = {Design-{Based} {Research}}, url = {https://edtechbooks.org/studentguide/design-based_research}, language = {en}, urldate = {2022-12-21}, journal = {The Students' Guide to Learning Design and Research}, author = {Armstrong, Matthew and Dopp, Cade and Welsh, Jesse}, year = {2020}, note = {Publisher: EdTech Books KerkoCite.ItemAlsoKnownAs: 2129771:EFJ83JEY 4426965:PBATD9GG}, keywords = {⛔ No DOI found}, } @incollection{barab_design-based_2014, title = {Design-based research: a methodological toolkit for engineering change}, volume = {2}, url = {https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf}, booktitle = {Handbook of the {Learning} {Sciences}}, author = {Barab, S.}, year = {2014}, note = {EdTechHub.Source: 2405685:SB55YALH KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH}, } @misc{crowley_design-based_2016, title = {Design-{Based} {Research} and {Design}-{Based} {Implementation} {Research} {\textbar} {InformalScience}.org}, url = {https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research}, urldate = {2021-11-04}, author = {Crowley, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4426965:ITLHIKYH 4804264:H9VYB3MQ}, keywords = {Final\_citation, existing}, } @misc{crowley_design-based_2016, title = {Design-{Based} {Research} and {Design}-{Based} {Implementation} {Research} {\textbar} {InformalScience}.org}, url = {https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research}, urldate = {2021-11-04}, author = {Crowley, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JQMYQN3L 2447227:BBLQCFAI 4426965:ITLHIKYH}, } @article{cobb_design_2003, title = {Design {Experiments} in {Educational} {Research}}, volume = {32}, issn = {0013-189X}, url = {https://doi.org/10.3102/0013189X032001009}, doi = {10.3102/0013189X032001009}, abstract = {In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.}, language = {en}, number = {1}, urldate = {2022-11-23}, journal = {Educational Researcher}, author = {Cobb, Paul and Confrey, Jere and diSessa, Andrea and Lehrer, Richard and Schauble, Leona}, month = jan, year = {2003}, note = {Publisher: American Educational Research Association}, pages = {9--13}, } @misc{principles_of_digital_development_design_2022, title = {Design for {Scale}}, url = {https://digitalprinciples.org/principle/design-for-scale/}, abstract = {Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.}, language = {en-US}, urldate = {2022-10-17}, journal = {Principles for Digital Development}, author = {{Principles of Digital Development}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:KNYN657I}, keywords = {Final\_citation, cited, existing}, } @misc{ideo_design_2015, title = {Design {Kit}: {The} {Human}-{Centered} {Design} {Toolkit}}, shorttitle = {Design {Kit}}, url = {https://www.ideo.com/post/design-kit}, abstract = {null}, language = {default}, urldate = {2022-12-19}, author = {IDEO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VCRX7RQY 4804264:I8M7BZL2}, } @article{nahar_design_2015, title = {Design of a braille learning application for visually impaired students in {Bangladesh}. {Assistive} {Technology}}, volume = {27}, url = {https://www.tandfonline.com/doi/full/10.1080/10400435.2015.1011758}, doi = {10.1080/10400435.2015.1011758}, number = {3}, author = {Nahar, L. and Jaafar, A. and Ahamed, E. and Kaish, A. B. M. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 2129771:RDLBCZEK}, pages = {172--182}, } @inproceedings{setiaji_design_2018, title = {Design of telegram bots for campus information sharing}, volume = {325}, doi = {10.1088/1757-899X/325/1/012005}, booktitle = {{IOP} {Conference} {Series}: {Materials} {Science} and {Engineering}}, publisher = {IOP Publishing}, author = {Setiaji, Hari and Paputungan, Irving V.}, year = {2018}, note = {Issue: 1}, pages = {012005}, } @misc{noauthor_design_nodate, title = {Design {Perspectives}: {Design} {Skills}}, shorttitle = {Design {Perspectives}}, url = {https://www.designcouncil.org.uk/our-resources/archive/reports-resources/design-perspectives-design-skills/}, abstract = {In March 2020 Design Council launched its\ strategy\ which set the direction of work for the next four years. It has identified three strategic prior...}, language = {en}, urldate = {2023-08-24}, } @article{turvey_design_2020, title = {Design principles for fostering pedagogical provenance through research in technology supported learning}, volume = {146}, doi = {10.1016/j.compedu.2019.103736}, journal = {Computers \& Education}, author = {Turvey, Keith and Pachler, Norbert}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103736 2129771:7DV87KMI}, keywords = {\_\_C:filed:1}, pages = {103736}, } @article{sturm_design_2019, title = {Design {Principles} for {Systematic} {Search} {Systems}: {A} {Holistic} {Synthesis} of a {Rigorous} {Multi}-cycle {Design} {Science} {Research} {Journey}}, volume = {61}, issn = {1867-0202}, shorttitle = {Design {Principles} for {Systematic} {Search} {Systems}}, url = {https://doi.org/10.1007/s12599-018-0569-6}, doi = {10.1007/s12599-018-0569-6}, abstract = {Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.}, language = {en}, number = {1}, urldate = {2024-01-19}, journal = {Business \& Information Systems Engineering}, author = {Sturm, Benjamin and Sunyaev, Ali}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2129771:3S3KBLPA 2129771:TYWUP8U4 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB}, keywords = {Design principles, Design science research, Information retrieval, Literature review, Systematic literature searches, Systematic search systems, \_Added-ailr-2024}, pages = {91--111}, } @misc{noauthor_design_nodate, title = {Design {Report} on the {Nigerian} {Shippers} {Council}’s {Maritime} {Resource} {Centre}}, language = {en}, note = {Place: Jos, Plateau State, Nigeria}, } @book{bakker_design_2018, title = {Design {Research} in {Education}: {A} {Practical} {Guide} for {Early} {Career} {Researchers}}, isbn = {978-1-138-57448-9}, shorttitle = {Design {Research} in {Education}}, abstract = {Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.}, language = {en}, publisher = {Routledge}, author = {Bakker, Arthur}, year = {2018}, note = {Google-Books-ID: uI3gtAEACAAJ EdTechHub.Source: 2405685:IPVIQS97 KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97}, } @misc{ideo_design_2013, title = {Design {Thinking} for {Educators}}, url = {https://www.ideo.com/post/design-thinking-for-educators}, abstract = {null}, language = {default}, urldate = {2022-12-19}, author = {IDEO}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UUJYC6MN 4804264:D7Z32NLD}, } @book{schurr_design_nodate, title = {Design {Thinking} for {Educators}}, language = {en}, author = {Schurr, Michael}, note = {zotzenLib.CopiedFrom: 2447227:RRF4465C KerkoCite.ItemAlsoKnownAs: 2129771:83VEB4C8 2447227:RRF4465C 261495:HPJKGN4A}, } @book{schurr_design_nodate, title = {Design {Thinking} for {Educators} - {Designers} {Workbook}}, language = {en}, author = {Schurr, Michael}, note = {zotzenLib.CopiedFrom: 2447227:E8I9V4PN KerkoCite.ItemAlsoKnownAs: 2129771:64GIBN8N 2129771:DKS6VVTT 2447227:E8I9V4PN 261495:ES58XVW8}, } @book{schurr_design_2020, title = {Design {Thinking} for {Educators} - {Designers} {Workbook} ({Arabic})}, copyright = {CC BY-NC-SA 3.0}, language = {Arabic}, author = {Schurr, Michael}, year = {2020}, doi = {10.5281/zenodo.3701368}, note = {WrongDOI:10.5281/zenodo.3552082 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3701368 2129771:6C29V955 2292090:6BPDR7IP}, keywords = {\_r:ImportedToMyEducationEvidence}, } @book{schurr_design_2020, title = {Design {Thinking} for {Educators} - {Designers} {Workbook} ({English}/{Arabic})}, copyright = {CC BY-NC-SA 3.0}, language = {en}, author = {Schurr, Michael}, year = {2020}, doi = {10.5281/zenodo.3733139}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3733139 2129771:IBXYN87I 2292090:VYFQYW6J}, keywords = {\_r:ImportedToMyEducationEvidence}, } @book{schurr_design_2020, title = {Design {Thinking} for {Educators} - {Toolkit} ({Arabic})}, copyright = {CC BY-NC-SA 3.0}, language = {Arabic}, author = {Schurr, Michael}, year = {2020}, doi = {10.5281/zenodo.3229155}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3229155 2129771:ZXNWN29J 2292090:SYDTZ77Y}, keywords = {\_r:ImportedToMyEducationEvidence}, } @book{schurr_design_2020, title = {Design {Thinking} for {Educators} - {Toolkit} ({English}/{Arabic})}, copyright = {CC BY-NC-SA 3.0}, language = {en}, author = {Schurr, Michael}, year = {2020}, doi = {10.5281/zenodo.3552082}, note = {DOI\_for\_Arabic: 10.5281/zenodo.3229155 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3552082 2129771:AQ34Y769 2129771:P3JFFVZV 2292090:L73VUUAN 2292090:Q2YMRHS2}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{noauthor_designbuilder_nodate, title = {{DesignBuilder} {Software} {Ltd} - {Buy} {DesignBuilder}}, url = {https://designbuilder.co.uk/software/buy-designbuilder}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:49DUXTCQ 4682641:QTLBLXGZ}, } @misc{noauthor_designcouncil_design20methods20for20developing20servicespdf_nodate, title = {{DesignCouncil}\_Design\%20methods\%20for\%20developing\%20services.pdf}, url = {https://www.designcouncil.org.uk/fileadmin/uploads/dc/Documents/DesignCouncil_Design%2520methods%2520for%2520developing%2520services.pdf}, urldate = {2023-08-24}, } @inproceedings{tsidylo_designing_2020, title = {Designing a {Chat} {Bot} for {Learning} a {Subject} in a {Telegram} {Messenger}.}, booktitle = {{ICTERI} {Workshops}}, author = {Tsidylo, Ivan and Samborskiy, Sergiy and Mazur, Stanislav-Ivan and Zamoroz, Maria}, year = {2020}, keywords = {⛔ No DOI found}, pages = {1329--1340}, } @techreport{noauthor_designing_nodate, title = {Designing a {Comprehensive} {Distance} {Learning} {Strategy}}, url = {http://www.edu-links.org/resources/designing-comprehensive-distance-learning-strategy}, abstract = {Distance learning is broadly defined as teaching and learning where educators and learners are in different physical spaces. The instructional goals of distance learning can range from serving as the main form of instruction to providing supplementary, complementary, or additional teaching and learning support.}, language = {en}, urldate = {2022-04-25}, } @article{getenet_designing_2020, title = {Designing a professional development program for mathematics teachers for effective use of technology in teaching}, volume = {25}, doi = {10.1007/s10639-019-10056-8}, number = {3}, journal = {Education and Information Technologies}, author = {Getenet, Seyum Tekeher}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-10056-8 2129771:I2AE3DP8}, keywords = {\_\_C:filed:1}, pages = {1855--1873}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {doi.org/10.1016/j.ijedudev.2014.11.022.}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]}, journal = {International Journal of Educational Development}, author = {Dubeck, M.M. and Jukes, M.C.H. and Brooker, S.J. and Drake, T.L. and Inyega, H.N.}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2129771:A528FEUS 2405685:4WTUAF8V 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {88--96}, } @misc{noauthor_designing-and-building-infrastructures--support-equitable-stem-learning-across-settings-062616pdf_nodate, title = {Designing-and-{Building}-{Infrastructures}-to-{Support}-{Equitable}-{STEM}-{Learning}-{Across}-{Settings}-062616.pdf}, url = {http://learndbir.org/uploads/Resources/Designing-and-Building-Infrastructures-to-Support-Equitable-STEM-Learning-Across-Settings-062616.pdf}, urldate = {2022-12-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NW5FUPZS}, } @book{creswell_designing_2018, address = {London}, edition = {3rd Edition}, title = {Designing and {Conducting} {Mixed} {Methods} {Research}}, publisher = {SAGE}, author = {Creswell, John and Plano Clark, Vicki}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4Q3R2F3D 2339240:RJTZ4YRF 2486141:3WF2YTFC}, } @misc{girls_education_challenge_designing_2021, title = {Designing and monitoring distance teaching and learning interventions: {A} guide for projects and implementers {\textbar} {INEE}}, shorttitle = {Designing and monitoring distance teaching and learning interventions.}, url = {https://inee.org/resources/designing-and-monitoring-distance-teaching-and-learning-interventions-guide-projects-and}, urldate = {2022-07-08}, author = {Girls' Education Challenge and EdTech Hub}, year = {2021}, keywords = {Author:OpenDevEd, \_publish}, } @techreport{lutfeali_designing_nodate, type = {Science of {Teaching}}, title = {Designing {Effective} {Numeracy} {Programs} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/Practical-Guide-for-Numeracy_converted.pdf}, urldate = {2022-07-28}, author = {Lutfeali, Shirin and Sitabkhan, Yasmin and Ralaingita, Wendy and Piper, Benjamin}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LJESPFDM}, } @article{gove_designing_2017, title = {Designing for {Scale}: {Reflections} on {Rolling} {Out} {Reading} {Improvement} in {Kenya} and {Liberia}}, volume = {2017}, issn = {1534-8687}, shorttitle = {Designing for {Scale}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195}, doi = {10.1002/cad.20195}, abstract = {Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.}, language = {en}, number = {155}, urldate = {2022-12-15}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Korda Poole, Medina and Piper, Benjamin}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cad.20195 KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 4804264:6AIK442N}, keywords = {Final\_citation, cited, existing}, pages = {77--95}, } @article{murthy_designing_2006, title = {Designing the {Course} and {Curricula} for {Teacher} {Development}, {Open} {School} and {Vocational} {Education} through {Media} {Education} in {Eritrea}}, doi = {10.1080/09523980600641213}, abstract = {Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)}, language = {en}, journal = {Educational Media International}, author = {Murthy, C. S. H. N.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09523980600641213 10/c8nzvz 2129771:ENCXFHUL 2317526:2X9VBVGU LOCAL-PQ-62101066}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Eritrea, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing nation, F:curriculum, P:media, P:teacher education, P:teachers, T:TVET, Z:Curriculum Design, Z:Curriculum Development, Z:Developing Nations, Z:Educational Radio, Z:Educational Television, Z:Faculty Development, Z:Foreign Countries, Z:Teacher Education, Z:Vocational Education, publicImportV1}, } @article{improved_clinical_effectiveness_through_behavioural_research_group_iceberg_designing_2006, title = {Designing theoretically-informed implementation interventions}, volume = {1}, issn = {1748-5908}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1436012/}, doi = {10.1186/1748-5908-1-4}, abstract = {Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area.}, language = {eng}, journal = {Implementation science: IS}, author = {{Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG)}}, month = feb, year = {2006}, pmid = {16722571}, pmcid = {PMC1436012}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:PQJYIV5F 2486141:TPKRIGKX}, pages = {4}, } @techreport{oecs_commission_desk_2021, type = {Policy {Guidance} on {Selecting} {Sustainable} {LMS} for {OECS} {Ministries} of {Education}}, title = {Desk {Review}: {Virtual} learning environments and learning management systems}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {1}, institution = {Open Development \& Education}, author = {{OECS Commission}}, collaborator = {Haßler, Björn and Gonsalves, Sarah-Lee}, month = oct, year = {2021}, doi = {10.53832/opendeved.0205}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0205 2129771:DEJH6DF4}, keywords = {Author:OpenDevEd}, } @misc{noauthor_desktop_2023, type = {statcounter}, title = {Desktop vs {Mobile} vs {Tablet} {Market} {Share} {Africa}}, url = {https://gs.statcounter.com/platform-market-share/desktop-mobile-tablet/africa}, urldate = {2024-01-12}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EHTZKPKL 5242966:58P9YH74}, } @book{noauthor_despite_2004, title = {Despite the {Odds}}, isbn = {978-0-691-11800-0}, url = {https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds}, language = {en}, urldate = {2020-09-06}, month = jul, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D7PLIGQM}, } @mastersthesis{pereira_determinacao_2021, title = {Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas}, school = {Universidade Tecnológica Federal do Paraná}, author = {Pereira, Pedro Filipe da Conceição}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3MZIVCVE 4682641:UH5YGU22}, keywords = {BE:LMIC, BE:RELEVANT}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ983278.pdf}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, \& Ntuli, 2009; Ludlow \& Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, \& Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).}, language = {English}, number = {2}, journal = {International Review of Research in Open and Distance Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT}, keywords = {Collaboration, Cooperating teachers, Distance education, Distance learning, Education--Adult Education, Feedback, Independent study, Interactive learning, Supervisors, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096507, \_\_finaldtb, adult learning, interactive learning environments, teaching practice}, } @inproceedings{hamshire_developing_2016, title = {Developing a {Framework} for {App} {Evaluation}: {Empowering} {Learning} and {Communication} with {iPads} for {Children} and {Young} {People} with {Communication} {Impairments}}, shorttitle = {Developing a {Framework} for {App} {Evaluation}}, doi = {10.1007/978-3-319-44672-1_7}, booktitle = {International {Conference} on {Well}-{Being} in the {Information} {Society}}, publisher = {Springer}, author = {Hamshire, Claire and Lachkovic, Julie}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-44672-1\_7 10/gf62jd 2129771:JIBU49FA}, keywords = {\_\_C:filed:1}, pages = {69--81}, } @techreport{coflan_developing_2022, title = {Developing a national {EdTech} strategy}, language = {en}, institution = {EdTech Hub}, author = {Coflan, Caitlin and Wyss, Natalie and Thinley, Sangay and Roland, Mark}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EZNU3F9Y}, keywords = {Final\_citation, cited, existing}, } @techreport{groeneveld_developing_2022, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, shorttitle = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:D9MV4ND2}, keywords = {Final\_citation, cited, existing}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5XBMPDX6}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0079}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2129771:EKJY3WMX 2405685:5XBMPDX6}, keywords = {\_r:AddedByZotZen}, } @mastersthesis{boughey_developing_2019, address = {United States -- California}, title = {Developing a {Rubric} to {Assess} 3rd-5th {Grade} {Student} {Understanding} of {Science} {Concepts} via {Screencast} {Models}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/2269356320/abstract/8066445A03524543PQ/1}, abstract = {The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.}, language = {English}, urldate = {2020-08-12}, school = {California State University, Long Beach}, author = {Boughey, Sarah}, year = {2019}, note = {ISBN: 9781085561761 KerkoCite.ItemAlsoKnownAs: 2129771:X82TKH3J}, keywords = {Models, Rubric, Screencast, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2015-10-15}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Kenya / Uganda / Tanzania, C:Tanzania, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:ministry, F:pedagogy, F:policy, F:teaching, P:teacher education, P:teachers, Q:distance education, Q:open learning, R:survey, T:TVET, T:Training, T:work-based learning, Z:Cost Effectiveness, Z:Educational Change, Z:Educational Development, Z:Educational Improvement, Z:Educational Policy, Z:Educational Quality, Z:Equal Education, Z:Foreign Countries, Z:Systems Approach, Z:Teacher Education, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Peru PER, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, publicImportV1}, pages = {669--683}, } @article{cunningham_developing_2017, title = {Developing an emergency nursing short course in {Tanzania}}, url = {https://www.sciencedirect.com/science/article/pii/S2211419X17300575}, doi = {10.1016/j.afjem.2017.08.002}, abstract = {Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.}, language = {en}, journal = {African Journal of Emergency Medicine}, author = {Cunningham, C. and Brysiewicz, P. and Sepeku, A. and White, L. and Murray, B. and Lobue, N. and Sawe, H.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2017.08.002 10/gf62kh 2129771:PC2NVHDL 2317526:PYL5L8JH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, P:health, P:media, P:nurse, R:impact, T:Training, T:trainee, publicImportV1}, } @article{hasler_developing_2014, title = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}: {Perspectives} of school teachers and teacher educators}, copyright = {All rights reserved}, shorttitle = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}}, url = {http://jime.open.ac.uk/jime/article/viewArticle/2014-09}, urldate = {2014-04-22}, journal = {Journal of Interactive Media in Education}, author = {Haßler, Björn and Hennessy, Sara and Knight, Simon and Connolly, Teresa}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:b, ⛔ No DOI found}, } @techreport{craig_developing_2008, address = {London}, title = {Developing and evaluating complex interventions: new guidance}, institution = {Medical Research Council}, author = {Craig, Peter and Dieppe, Paul and Macintyre, Sally and Michie, Susan and Nazareth, Irwin and Petticrew, Mark}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 257089:27HIX4RS}, } @article{nugraha_developing_2018, title = {Developing {Android} {Role} {Playing} {Game} for {Elementary} {Music} {Learning}}, volume = {18}, doi = {10.15294/harmonia.v18i2.14018}, number = {2}, journal = {Harmonia: Journal of Arts Research and Education}, author = {Nugraha, R. Gita Ardhy and Sumaryanto, Totok and Utomo, Kamsijo Budi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.15294/harmonia.v18i2.14018 10/gf62hm 2129771:LA48JC5X 2129771:NENZ5QCC}, keywords = {\_C:Indonesia IDN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {180--190}, } @article{heryandi_developing_2020, title = {Developing chatbot for academic record monitoring in higher education institution}, volume = {879}, issn = {1757-8981, 1757-899X}, url = {https://iopscience.iop.org/article/10.1088/1757-899X/879/1/012049}, doi = {10.1088/1757-899X/879/1/012049}, abstract = {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.}, language = {en}, number = {1}, journal = {IOP Conference Series: Materials Science and Engineering}, author = {Heryandi, A.}, year = {2020}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1757-899X/879/1/012049 2129771:5ADUMIUQ 2129771:ELPYA4QL 2129771:RDCT2MJ2}, pages = {012049}, } @misc{haddaway_developing_nodate, title = {Developing collaborations and technology for evidence synthesis}, url = {https://www.eshackathon.org/}, abstract = {An event series to develop open software for evidence synthesis}, language = {en}, urldate = {2024-01-19}, journal = {Evidence Synthesis Hackathon}, author = {Haddaway, Martin Westgate \& Neal}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XCMIPLZG 2405685:CSXAI3C4 2486141:GQ4UL3LB}, keywords = {\_Added-ailr-2024}, } @article{kruse_developing_2007, title = {Developing collective understanding over time: reflections on building professional community}, volume = {106}, journal = {Professional Learning Communities: Divergence, Depth and Dilemmas: Divergence, Depth and Dilemmas}, author = {Kruse, Sharon D. and Louis, Karen Seashore}, year = {2007}, keywords = {⛔ No DOI found}, } @article{supovitz_developing_2002, title = {Developing communities of instructional practice}, volume = {104}, doi = {10.1111/1467-9620.00214}, number = {8}, journal = {Teachers college record}, author = {Supovitz, Jonathan A.}, year = {2002}, pages = {1591--1626}, } @techreport{health_policy_project_developing_2015, title = {Developing {Costed} {Implementation} {Plans}}, url = {https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf}, urldate = {2022-02-22}, author = {Health Policy Project}, year = {2015}, } @article{jameson_developing_2019, title = {Developing critical and theoretical approaches to educational technology research and practice}, volume = {50}, doi = {10.1111/bjet.12775}, number = {3}, journal = {British Journal of Educational Technology}, author = {Jameson, Jill}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2129771:4QBY9CZ6 2129771:RMKMSJLF}, keywords = {\_\_C:filed:1}, pages = {951--955}, } @article{kolak_developing_2021, title = {Developing evaluation tools for assessing the educational potential of apps for preschool children in the {UK}}, volume = {15}, doi = {10.1080/17482798.2020.1844776}, number = {3}, journal = {Journal of Children and Media}, author = {Kolak, Joanna and Norgate, Sarah H. and Monaghan, Padraic and Taylor, Gemma}, year = {2021}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2020.1844776 2129771:BRZKHU2C 4426965:NBTNT77G}, pages = {410--430}, } @techreport{cordingley_developing_2015, address = {London}, title = {Developing {Great} {Teaching}: {Lessons} from the international reviews into effective professional development.}, url = {https://tdtrust.org/about/dgt}, abstract = {Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...}, language = {en-GB}, urldate = {2020-04-28}, institution = {Teacher Development Trust}, author = {Cordingley, P and Huggins, S and Greany, T and Buckley, N and Coles-Jordan, D and Crisp, B and Saunders, L and Coe, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CKLKGP4I 2129771:DU2G7F72 2129771:XQSI86FJ 2129771:Z4GYSYBL 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B}, keywords = {C:England / International, STC-TLC, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{juma_developing_2018, title = {Developing inclusive education policy and practice in {Zanzibar} : collaborative action research}, copyright = {openAccess}, shorttitle = {Developing inclusive education policy and practice in {Zanzibar}}, url = {https://jyx.jyu.fi/handle/123456789/57790}, abstract = {This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.}, language = {eng}, number = {611}, urldate = {2018-06-09}, journal = {Jyväskylä studies in education, psychology and social research}, author = {Juma, Said}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @incollection{rose_developing_2019, address = {Singapore}, title = {Developing {Inclusive} {Education} {Policy} in {Sierra} {Leone}: {A} {Research} {Informed} {Approach}}, isbn = {978-981-13-5961-3}, url = {https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21}, urldate = {2020-12-15}, booktitle = {Inclusion, {Equity} and {Access} for {Individuals} with {Disabilities}.}, publisher = {Palgrave Macmillan}, author = {Rose, R. and Garner, P. and Farrow, B.}, year = {2019}, note = {https://doi.org/10.100/ 978-981-13-5962-0\_21 KerkoCite.ItemAlsoKnownAs: 2129771:B3K7GRXA 2405685:AMF2AQAE}, keywords = {\_C:Sierra Leone SLE}, } @article{juma_developing_2017, title = {Developing inclusive pre-service and in-service teacher education : {Insights} from {Zanzibar} primary school teachers}, volume = {13}, copyright = {© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.}, shorttitle = {Developing inclusive pre-service and in-service teacher education}, url = {https://jyx.jyu.fi/handle/123456789/55512}, abstract = {Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.}, language = {eng}, urldate = {2018-06-09}, journal = {International Journal of Whole Schooling}, author = {Juma, Said and Lehtomäki, Elina and Naukkarinen, Aimo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Finland FIN, \_C:India IND, \_C:Japan JPN, \_C:Namibia NAM, \_C:North Macedonia MKD, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{mshelia_developing_2016, title = {Developing learning diaries for action research on healthcare management in {Ghana}, {Tanzania} and {Uganda}}, doi = {10.1177/1476750315626780}, abstract = {© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.}, language = {en}, journal = {Action Research}, author = {Mshelia, Comfort and Lê, Gillian and Mirzoev, Tolib and Amon, Samuel and Kessy, Ambrose and Baine, Sebastian Olikira and Huss, Reinhard}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1476750315626780 10/gf62p7 2129771:XUXFIEJA 2317526:M5KRBYFV}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Ghana, CCZ:Tanzania, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, P:health, T:Training, Z:Diaries, Z:action research, Z:district health management teams, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1}, } @techreport{jacobs_lani_developing_2021, title = {Developing mobile digital skills in low- and middle-income countries}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2021/11/Developing-mobile-digital-skills-in-low-and-middle-income-countries.pdf}, urldate = {2024-01-12}, institution = {GSMA}, author = {{Jacobs, Lani}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LFPRESKB 5242966:PMPBAACD}, } @article{gasuku_developing_2021, title = {Developing {Multimedia} {Programmes} for {Out}-of-{School} {Girls}: {The} {Case} of {GIRLS} {Inspire} in {Tanzania}}, volume = {8}, copyright = {Copyright (c) 2021 Samwel Gasuku}, issn = {2311-1550}, shorttitle = {Developing {Multimedia} {Programmes} for {Out}-of-{School} {Girls}}, url = {https://jl4d.org/index.php/ejl4d/article/view/453}, abstract = {Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Gasuku, Samwel}, month = mar, year = {2021}, note = {Number: 1}, keywords = {\_genre:PR-primary\_research, adult education, multimedia, out-of-school girls and young women, ⛔ No DOI found}, pages = {162--170}, } @article{perris_developing_2021, title = {Developing {Partnerships} to {Acquire} {Impact}: {The} {Role} of {Three} {Regional} {Centres}’ {Capacity} {Building} {Efforts} for {ODL} {Adoption} in the {Emerging} {World}}, volume = {8}, copyright = {Copyright (c) 2021 Kirk Perris, Rory McGreal}, issn = {2311-1550}, shorttitle = {Developing {Partnerships} to {Acquire} {Impact}}, url = {https://jl4d.org/index.php/ejl4d/article/view/507}, abstract = {Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff.  Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Perris, Kirk and McGreal, Rory}, month = jul, year = {2021}, note = {Number: 2}, keywords = {ODL, Partnerships, Regional Centres, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {346--363}, } @book{ottevanger_developing_2007, series = {World {Bank} {Working} {Papers}}, title = {Developing {Science}, {Mathematics}, and {ICT} {Education} in {Sub}-{Saharan} {Africa}: {Patterns} and {Promising} {Practices}}, isbn = {978-0-8213-7070-4 978-0-8213-7071-1}, shorttitle = {Developing {Science}, {Mathematics}, and {ICT} {Education} in {Sub}-{Saharan} {Africa}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/6645/391690Science0101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y}, language = {en}, urldate = {2020-04-28}, publisher = {The World Bank}, author = {Ottevanger, Wout and van den Akker, Jan and de Feiter, Leo}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7070-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7070-4 2129771:YIXZLNA8}, } @article{musyimi_developing_2021, title = {Developing {Skills} to {Unlock} {Kenya}’s industrial {Growth}: {The} {Influence} of {Provision} of {Modern} {Teaching} and {Learning} {Equipment} in {TVET} in {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Caroline Musyimi}, issn = {2311-1550}, shorttitle = {Developing {Skills} to {Unlock} {Kenya}’s industrial {Growth}}, url = {https://jl4d.org/index.php/ejl4d/article/view/414}, abstract = {This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Musyimi, Caroline}, month = mar, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:STMDXKHP}, keywords = {Technical Vocational Education and Training, \_genre:PR-primary\_research, industrial standards, teaching and learning equipment, vocational education quality, ⛔ No DOI found}, pages = {182--191}, } @article{dogara_developing_2019, series = {Journal}, title = {Developing soft skills through project-based learning in technical and vocational institutions}, doi = {10.35940/ijrte.A9803.098319}, abstract = {© BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.}, journal = {International Journal of Recent Technology and Engineering}, author = {Dogara, Gimba and Bin Saud, Muhammad Sukri and Bin Kamin, Yusri and Bin Abd Hamid, Mohd Zolkifli and Bin Nordin, Mohd Safarin}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.35940/ijrte.A9803.098319 2129771:9SNVVDJV 2129771:AJQMAZJJ}, } @phdthesis{mwakabenga_developing_2018, type = {{PhD} {Thesis}}, title = {Developing teacher-led professional learning in a {Tanzanian} secondary school: a thesis presented in partial fulfilment of the requirements for the degree of {Doctor} of {Philosophy} in {Education} at {Massey} {University}, {Manawatū}, {New} {Zealand}}, shorttitle = {Developing teacher-led professional learning in a {Tanzanian} secondary school}, school = {Massey University}, author = {Mwakabenga, Rehema Japhet}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJLIILMC 2129771:NIA5JA3I 2129771:ULPHVD3Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Czech Republic CZE, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{shakespeare_developing_2021, title = {Developing the ‘{E}’in {PSHE}}, journal = {Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum}, author = {Shakespeare, Ben}, year = {2021}, note = {Publisher: Bloomsbury Publishing}, keywords = {⛔ No DOI found}, pages = {57}, } @article{lindberg_developing_2020, title = {Developing {Theory} {Through} {Integrating} {Human} and {Machine} {Pattern} {Recognition}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss1/7}, doi = {10.17705/1jais.00593}, number = {1}, journal = {Journal of the Association for Information Systems}, author = {Lindberg, Aron}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2129771:4MKXL4PM 2129771:IZGWCUWA 2405685:HHW46K4J 2486141:4VVTVLXD}, keywords = {\_Added-ailr-2024}, } @misc{choudhury_developing_2018, title = {Developing theory using machine learning methods}, url = {http://ssrn.}, language = {en}, author = {Choudhury, P. and Allen, R and Endres, M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BJ9SR3N2 2486141:LRWACXLI}, } @techreport{hennessy_developing_2010, address = {Cambridge, UK and Dar es Salaam, TZ}, title = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, shorttitle = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf}, number = {1}, institution = {Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.}, author = {Hennessy, S. and Onguko, B. and Ang'ondi, E.K. and Harrison, D. and Namalefe, S. and Naseem, A. and Wamakote, L.}, year = {2010}, note = {00005 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2129771:XKCMEQ5G 257089:33EU4WNR 261495:I32M2W9A}, pages = {121}, } @article{czerniewicz_developing_2014, title = {Developing world {MOOCs}: {A} curriculum view of the {MOOC} landscape}, volume = {2}, issn = {2128-1333}, number = {3}, journal = {Journal of Global Literacies, Technologies, and Emerging Pedagogies}, author = {Czerniewicz, Laura and Deacon, Andrew and Small, Janet and Walji, Sukaina}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:JALBTUYS 4804264:RJHXVC8R}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {122--136}, } @article{mohd_nawi_development_2013, title = {Development and evaluation of {Ning} social network for teaching training online surveillance}, volume = {14}, copyright = {CC BY-NC-SA 4.0}, issn = {1302-6488, 1302-6488}, url = {https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance}, abstract = {Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Mohd Nawi, Mohd Aliff and Jamsari, Ezad Azraai and Sulaiman, Adibah and Hamzah, Mohd Isa}, month = jan, year = {2013}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB}, keywords = {Courseware, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Interviews, Malaysia, Observation, Online Courses, Social Networks, Student Teachers, Supervisory Methods, Teacher Education Programs, Teacher Supervision, Teaching Methods, Trainees, Web 2.0 Technologies, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098097, \_\_finaldtb, ⛔ No DOI found}, pages = {245--255}, } @article{mantzicopoulos_development_2003, title = {Development and validation of a measure to assess head start children's appraisals of teacher support}, volume = {41}, doi = {10.1016/j.jsp.2003.08.002}, abstract = {In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems.}, journal = {Journal of School Psychology}, author = {Mantzicopoulos, Panayota and Neuharth-Pritchett, Stacey}, month = nov, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2003.08.002 2129771:LPQTWHQP}, pages = {431--451}, } @book{oecd_development_2021, address = {Paris}, series = {Development {Co}-operation {Report}}, title = {Development {Co}-operation {Report} 2021: {Shaping} a {Just} {Digital} {Transformation}}, isbn = {978-92-64-87667-5 978-92-64-70079-6 978-92-64-74692-3 978-92-64-85686-8}, shorttitle = {Development {Co}-operation {Report} 2021}, url = {https://www.oecd-ilibrary.org/development/development-co-operation-report-2021_ce08832f-en}, abstract = {Digital transformation is revolutionising economies and societies with rapid technological advances in AI, robotics and the Internet of Things. Low and middle-income countries are struggling to gain a foothold in the global digital economy in the...}, language = {en}, urldate = {2022-12-28}, publisher = {Organisation for Economic Co-operation and Development}, author = {{OECD}}, year = {2021}, doi = {10.1787/ce08832f-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/ce08832f-en 4804264:DH6W5T4P 4804264:DUZKAVRP 4804264:Y9CRYQX6 4804264:YS9ZY6M8 4804264:YV3RWEEP}, keywords = {Final\_citation, existing}, } @article{jules_development_2010, title = {Development of a {Caricom} strategic plan for primary and secondary education services in the {Caricom} single market and economy ({CSME})}, journal = {Retrieved October}, author = {Jules, Didacus and Council, Caribbean Examinations}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HZCB47UH}, keywords = {⛔ No DOI found}, } @article{toftum_development_2021, title = {Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms}, volume = {250}, doi = {10.1016/j.enbuild.2021.111274}, journal = {Energy and Buildings}, author = {Toftum, Jørn and Andersen, Rune and Prado, Jose Joaquin Aguilera and Kolstrup, Kristian and Hauberg, Daniel Sloth and Clausen, Geo}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111274 2129771:FFN373CD 4682641:ISVXWBRE}, keywords = {BE:RELEVANT}, pages = {111274}, } @article{bell_development_2014, title = {Development of an emergency nursing training curriculum in {Ghana}}, url = {https://www.sciencedirect.com/science/article/pii/S1755599X14000056}, doi = {10.1016/j.ienj.2014.02.002}, abstract = {Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.}, language = {en}, journal = {International Emergency Nursing}, author = {Bell, Sue Anne and Oteng, Rockefeller and Redman, Richard and Lapham, Jeremy and Bam, Victoria and Dzomecku, Veronica and Yakubu, Jamila and Tagoe, Nadia and Donkor, Peter}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:outcomes, F:teaching, P:health, P:media, P:nurse, Q:diploma, T:Training, Z:Curriculum, Z:Emergency Nursing, Z:Sub-Saharan Africa, Z:Training, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, } @article{ryu_development_2021, title = {Development of artificial intelligence education system for {K}-12 based on {4P}}, volume = {19}, url = {https://koreascience.kr/article/JAKO202110265884528.page}, number = {1}, urldate = {2024-02-24}, journal = {Journal of Digital Convergence}, author = {Ryu, Hyein and Cho, Jungwon}, year = {2021}, note = {Publisher: The Society of Digital Policy and Management}, keywords = {⛔ No DOI found}, pages = {141--149}, } @article{lai_development_2019, series = {Article}, title = {Development of {Competency} {Framework} for {Nigerian} {TVET} {Teachers} in {Tertiary} {TVET} {Institutions}}, doi = {10.30880/jtet.2019.11.01.002}, abstract = {Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.{\textbackslash}n}, journal = {JOURNAL OF TECHNICAL EDUCATION AND TRAINING}, author = {Lai, Chee Sern and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.01.002 2129771:2LTXKGP5 2129771:J9LRRY84}, } @article{pitchford_development_2015, title = {Development of early mathematical skills with a tablet intervention: a randomized control trial in {Malawi}}, shorttitle = {Development of early mathematical skills with a tablet intervention}, url = {http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract}, doi = {10.3389/fpsyg.2015.00485}, abstract = {Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.}, urldate = {2015-04-28}, journal = {Educational Psychology}, author = {Pitchford, Nicola J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 257089:U723SKN2}, pages = {485}, } @article{pitchford_development_2015, title = {Development of early mathematical skills with a tablet intervention: a randomized control trial in {Malawi}}, volume = {6}, shorttitle = {Development of early mathematical skills with a tablet intervention}, doi = {10.3389/fpsyg.2015.00485}, journal = {Frontiers in psychology}, author = {Pitchford, Nicola J.}, year = {2015}, note = {Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 2129771:BXZBLAP6}, pages = {485}, } @article{mulder_development_2009, title = {Development of executive function and attention in preterm children: a systematic review}, volume = {34}, shorttitle = {Development of executive function and attention in preterm children}, doi = {10.1080/87565640902964524}, number = {4}, journal = {Developmental neuropsychology}, author = {Mulder, Hanna and Pitchford, Nicola J. and Hagger, Martin S. and Marlow, Neil}, year = {2009}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/87565640902964524 2129771:XL3PBIWI}, pages = {393--421}, } @article{musilekwa_development_2019, title = {Development of social studies learners’ textbooks for secondary schools in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6572/Social%20Studies%20Textbook%20Development.pdf?sequence=1}, urldate = {2023-12-06}, author = {Musilekwa, Sianga and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Journal of Education and Practice}, keywords = {⛔ No DOI found}, } @article{patel_development_2022, title = {Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities}, volume = {16}, url = {https://www.emerald.com/insight/content/doi/10.1108/ARCH-07-2021-0196/full/html}, doi = {10.1108/ARCH-07-2021-0196}, number = {2}, urldate = {2024-03-27}, journal = {Archnet-IJAR: International Journal of Architectural Research}, author = {Patel, Tina and Dorff, Juliann and Baker, Allison}, year = {2022}, note = {Publisher: Emerald Publishing Limited}, pages = {339--358}, } @article{son_development_2020, title = {Development of {SW} education class plan using artificial intelligence education platform: focusing on upper grade of elementary school}, volume = {24}, shorttitle = {Development of {SW} education class plan using artificial intelligence education platform}, url = {https://koreascience.kr/article/JAKO202009651163334.page}, doi = {10.14352/jkaie.2020.24.5.453}, number = {5}, urldate = {2024-02-24}, journal = {Journal of The Korean Association of Information Education}, author = {Son, Won-Seong}, year = {2020}, note = {Publisher: Korea Association of Information Education}, pages = {453--462}, } @article{tran_development_2022, title = {Development of the {TAIL} rating scheme for indoor environmental quality in schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://proceedings.open.tudelft.nl/clima2022/article/view/244}, doi = {10.34641/CLIMA.2022.244}, abstract = {The TAIL rating scheme was developed to assess indoor environmental quality (IEQ) in offices and hotels undergoing deep renovation and was recently extended by the PredicTAIL method allowing prediction of IEQ through modeling. TAIL provides the methodology for rating the quality of the thermal, acoustic, and luminous environments, the indoor air quality, and the overall quality of the indoor environment. The present work is an extension of the use of TAIL rating scheme for school classrooms to provide necessary information for effective actions and mitigation measures to improve classroom IEQ. The TAIL was invented by examining the literature and certification schemes to identify the parameters that characterize IEQ in offices and hotels; 12 parameters were selected. A similarly pragmatic approach is followed when developing the TAIL for schools. The literature published after 2010 was surveyed to identify papers presenting measurements of IEQ in classrooms in Europe, the USA, and Australia; 75 papers were identified. Besides the 12 parameters already included in TAIL, the studies also used other parameters to characterize classroom IEQ. These parameters will be evaluated for their importance for the teaching, learning, and well-being of pupils, as well as measuring complexity, among others. Based on this assessment, the relevant parameters will be selected for inclusion in the TAIL rating for schools. The selection will be assisted using the measurements from the extensive campaign organized by the Indoor Air Quality Observatory in 308 schools and 602 classrooms in France; some of these data will be used to assess the efficacy of the TAIL for schools indicator. The relationships between the newly developed TAIL for schools, the teacher’s perceptions of indoor environmental quality, and detailed building characteristics will be studied.}, language = {en}, urldate = {2022-05-29}, journal = {CLIMA 2022 conference}, author = {Tran, Minh-Tien and Wei, Wenjuan and Dassonville, Claire and Mandin, Corinne and Wargocki, Pawel and Hequet, Valérie}, month = may, year = {2022}, note = {Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.244 2129771:KYSDIHAD 2129771:SIRRH9BM 4682641:4GVDN4PA 4682641:GBDCAQVS}, keywords = {BE:RELEVANT, auto\_merged}, pages = {2022: CLIMA 2022 The 14th REHVA HVAC World Congress}, } @book{copple_developmentally_2010, address = {Washington, D.C.}, edition = {3}, title = {Developmentally {Appropriate} {Practice} in {Early} {Childhood} {Programs} {Serving} {Children} from {Birth} through {Age} 8}, isbn = {978-1-928896-64-7}, publisher = {National Association for the Education of Young Children}, author = {Copple, Carol and Bredekamp, Sue}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZF9JTU5 2486141:JBRSHJUR}, } @article{gordon_developments_2020, title = {Developments in medical education in response to the {COVID}-19 pandemic: {A} rapid {BEME} systematic review: {BEME} {Guide} {No}. 63}, volume = {42}, issn = {0142-159X}, shorttitle = {Developments in medical education in response to the {COVID}-19 pandemic}, url = {https://doi.org/10.1080/0142159X.2020.1807484}, doi = {10.1080/0142159X.2020.1807484}, abstract = {Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.}, number = {11}, urldate = {2022-04-05}, journal = {Medical Teacher}, author = {Gordon, Morris and Patricio, Madalena and Horne, Laura and Muston, Alexandra and Alston, Sebastian R. and Pammi, Mohan and Thammasitboon, Satid and Park, Sophie and Pawlikowska, Teresa and Rees, Eliot L. and Doyle, Andrea Jane and Daniel, Michelle}, month = nov, year = {2020}, pmid = {32847456}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/0142159X.2020.1807484}, keywords = {Best evidence medical education, medicine, methods, postgraduate, undergraduate}, pages = {1202--1215}, } @phdthesis{mason_devising_2019, type = {Durham theses}, title = {Devising {New} {Models} for {School} {Improvement} in {Developing} {Nations}: {Sierra} {Leone}, a case study}, shorttitle = {Devising {New} {Models} for {School} {Improvement} in {Developing} {Nations}}, url = {http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+}, abstract = {Abstract Background and Introduction: This research describes the planning, design, implementation and evaluation of a (Continuous Professional Development \& Learning) CPDL-based programme for schools in Sierra Leone, a low-income country with low educational standards. Aims: The research aimed to: (i) assess evidence of EducAid schools’ effectiveness; (ii) identify features of EducAid practice that government schools might adopt; (iii) design a CPDL programme for Sierra Leonean teachers; (iv) report the programme’s impact on students’ progress; (v) explore the possibility of programme delivery by local and largely untrained teachers; (vi) throw light on aspects of the programme that participants saw as strengths and weaknesses. Design and Methods: Within an innovative quasi-experimental design, an impact evaluation drew on data from five intervention and ten comparison schools, and a process evaluation drew on data on information from programme participants and the trainers. The impact evaluation was based on public exam results, literacy test scores and attendance data collected pre- and post-CPDL. Process data included information from lesson observations, semi-structured interviews, focus groups and a post-intervention evaluation workshop. Results: The impact evaluation showed larger improvements in student attendance and literacy test results in the intervention schools than in the comparison schools. The process evaluation identified challenges in embedding changes in pedagogic practice, and in data collection. However, it also identified consistent evidence of improvements in student behaviour. These were supported by head teachers and community groups and were seen as a necessary but not sufficient condition for the literacy score improvements. Discussion and Conclusions: Discussion focuses on how far the six aims were met and on how the research adds to understanding of CPDL and school improvement in a low-income country. The impossibility of randomisation in sample selection prevents any strong causal claims for the CPDL’s impact. The possibility of a larger scale roll-out is considered, subject to changes in the programme suggested by the process evaluation.}, language = {en}, school = {Durham University}, author = {Mason, Miriam Theresa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3MNXK5A7 2129771:PAVJ5PN8 2129771:WNVH5866 2405685:55RYBL9Q 2405685:MWXU3IUJ 2601447:C789A8YJ 4556019:SYQXDHHM}, keywords = {Must-read, \_C:Sierra Leone SLE}, } @misc{allier-gagneur_dfid_2020, title = {{DFID} and {FCO} merger: {Let} us learn from our past}, shorttitle = {Department for {International} {Development} merger with {Foreign} and {Commonwealth} {Office}}, url = {https://opendeved.net/2020/06/23/department-for-international-development-merger-with-foreign-and-commonwealth-office/}, abstract = {On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […]}, language = {en}, journal = {Open Development \& Education}, author = {Allier-Gagneur, Zoé}, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:4E6MV5Y8 2129771:59IIRL94}, keywords = {\_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_dfid_nodate, type = {policy}, title = {{DFID} {Digital} {Strategy} 2018 to 2020: {Doing} {Development} in a {Digital} {World} - {GOV}.{UK} ({Arabic}/{English})}, shorttitle = {{DFID} {Digital} {Strategy} 2018 to 2020}, url = {https://www.gov.uk/government/publications/dfid-digital-strategy-2018-to-2020-doing-development-in-a-digital-world}, abstract = {DFID’s Digital Strategy 2018 to 2020 sets out a vision and approach for doing development in a digital world.}, language = {en}, urldate = {2018-03-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JNFKHC2G 2292090:5QZFHQVA}, keywords = {TL:Arabic, TL:English, TL:Translated, TranslationQuestioned, \_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_dfid_nodate, type = {policy}, title = {{DFID} {Education} {Policy} 2018: {Get} {Children} {Learning} - {GOV}.{UK} ({Arabic}/{English})}, shorttitle = {{DFID} {Education} {Policy} 2018}, url = {https://www.gov.uk/government/publications/dfid-education-policy-2018-get-children-learning}, abstract = {DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.}, language = {en}, urldate = {2018-03-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4UDW63M9 2292090:LQJDKSFA}, keywords = {TL:Arabic, TL:English, TL:Translated, TranslationQuestioned, \_r:ImportedToMyEducationEvidence}, } @techreport{dfid_dfid_2018, title = {{DFID} {Education} {Policy}: {Get} {Children} {Learning}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf}, language = {en}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2405685:LZRSS3GU}, pages = {46}, } @article{dfid_dfid_2019, title = {{DFID} ethical guidance for research, evaluation and monitoring activities}, language = {en}, author = {DFID}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2405685:KMWTSU7N}, keywords = {⛔ No DOI found}, pages = {33}, } @article{dfid_dfid_2019, title = {{DFID} {Ethical} guidance for research evaluation and monitoring activities [interactive version]}, language = {en}, author = {{DFID}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XH8PYE58 2405685:WIMGWF8H}, pages = {78}, } @techreport{dfid_dfid_2011, title = {{DFID} {Ethics} {Principles} for {Research} and {Evaluation}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf}, urldate = {2021-05-09}, author = {{DFID}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX}, } @misc{bond_dfid_2018, type = {Text}, title = {{DFID} rated “very good”, {FCO} “poor”, in aid transparency index}, url = {https://www.bond.org.uk/news/2018/06/dfid-rated-very-good-fco-poor-in-aid-transparency-index}, abstract = {While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind.}, language = {en}, urldate = {2020-06-22}, author = {Bond}, month = jun, year = {2018}, note = {Library Catalog: www.bond.org.uk KerkoCite.ItemAlsoKnownAs: 2129771:S25UJC26}, } @book{noauthor_di_2011, title = {Di {Gropello} \&}, publisher = {Marshall}, year = {2011}, } @techreport{afoakwah_dialling_2021, title = {Dialling up {Learning}: {Testing} the {Impact} of {Delivering} {Educational} {Content} via {Interactive} {Voice} {Response} to {Students} and {Teachers} in {Ghana}}, shorttitle = {Dialling up {Learning}}, language = {en}, institution = {EdTech Hub}, author = {Afoakwah, Edmund and Carballo, Francisco and Caro, Alex and D’Cunha, Samantha and Dobrowolski, Stephanie and Fallon, Alexandra}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HWNJC3V3 4804264:USBA82KN}, keywords = {Final\_citation, cited, existing}, } @book{maine_dialogic_2015, address = {Abingdon}, title = {Dialogic {Readers}: {Children} talking and thinking together about visual texts}, publisher = {Routledge}, author = {Maine, Fiona}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RFBHKA3H}, } @article{hofmann_dialogue_2019, title = {Dialogue, {Teachers} and {Professional} {Development}}, doi = {10.4324/9780429441677-18}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Hofmann, Riikka}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-18 2129771:XW97RR8H 2129771:ZMF5N2Y9}, keywords = {\_\_C:filed:1}, pages = {213}, } @article{hulten_dialoguing_2023, title = {Dialoguing teaching for visual impairment from the perspective of inclusive special education}, volume = {14}, url = {https://ojs.revistagesec.org.br/secretariado/article/view/2578}, doi = {10.7769/gesec.v14i8.2578}, number = {8}, urldate = {2024-03-27}, journal = {Revista de Gestão e Secretariado}, author = {Hulten, Thomas Peter and Junger, Alex Paubel and de Oliveira, Victor Inacio and Lui, Márcio de La Cruz and Fernandes, Vera Maria Jarcovis and Pinto, Marcelo Vianello}, year = {2023}, pages = {12819--12836}, } @article{komatsu_did_2017, title = {Did the shift to computer-based testing in {PISA} 2015 affect reading scores? {A} {View} from {East} {Asia}}, volume = {47}, issn = {0305-7925}, shorttitle = {Did the shift to computer-based testing in {PISA} 2015 affect reading scores?}, url = {https://doi.org/10.1080/03057925.2017.1309864}, doi = {10.1080/03057925.2017.1309864}, number = {4}, urldate = {2018-01-19}, journal = {Compare: A Journal of Comparative and International Education}, author = {Komatsu, Hikaru and Rappleye, Jeremy}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1309864 10/gf62g9 2129771:28B5JQYA 261495:KPXAIZQU}, pages = {616--623}, } @misc{bundesministerium_fur_wirtschaftliche_zusammenarbeit_und_entwicklung_agenda_nodate, title = {Die {Agenda} 2030 für nachhaltige {Entwicklung}}, url = {http://www.bmz.de/de/themen/2030_agenda/index.html}, language = {de}, urldate = {2020-08-04}, author = {Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung}, note = {Library Catalog: www.bmz.de KerkoCite.ItemAlsoKnownAs: 2129771:Y5CB2SQQ}, } @incollection{bauer_richtigen_2017, address = {Wiesbaden}, title = {Die richtigen {Mitarbeiter} finden: {Berufsbildung} und {HR}-{Management}}, isbn = {978-3-658-14481-4 978-3-658-14482-1}, shorttitle = {Die richtigen {Mitarbeiter} finden}, url = {http://link.springer.com/10.1007/978-3-658-14482-1_17}, abstract = {Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.}, language = {de}, urldate = {2018-12-27}, booktitle = {Praxishandbuch {Wirtschaft} in {Afrika}}, publisher = {Springer Fachmedien Wiesbaden}, author = {Bauer, Annette and Kühnrich, Heinz-Joachim}, collaborator = {Schmidt, Thomas and Pfaffenberger, Kay and Liebing, Stefan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X864VGAL 2317526:G4L3I4Y4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:West Africa, C:Rwanda, CA:AandC, CL:de, CL:en, CLL:de, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agriculture, T:Ausbildung, T:TVET, T:in-service TVET, publicImportV1}, pages = {211--231}, } @incollection{lauterbach_schritte_2006, address = {Bielefeld}, edition = {2., aktualisierte Aufl}, title = {Die {Schritte} zu einer internationalen und international vergleichenden {Berufsbildungsforschung}}, isbn = {978-3-7639-3463-8}, language = {de}, booktitle = {Handbuch {Berufsbildungsforschung}}, publisher = {Bertelsmann}, author = {Lauterbach, Uwe}, editor = {Rauner, Felix}, year = {2006}, note = {OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:4KQETTCM 2129771:6X89MYWU 2129771:IIRXGUT7 2129771:Q63X2NDW 2129771:Z9D4QPZM}, } @incollection{lauterbach_schritte_2018, address = {Bielefeld}, edition = {3. aktual. u. erw.}, title = {Die {Schritte} zu einer internationalen und international vergleichenden {Berufsbildungsforschung}}, isbn = {978-3-8252-5078-2}, abstract = {Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden}, language = {Deutsch}, booktitle = {Handbuch {Berufsbildungsforschung}}, publisher = {UTB}, author = {Lauterbach, Uwe}, editor = {Rauner, Felix and Grollmann, Philipp}, month = aug, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JGF73ALN}, pages = {52}, } @article{feinstein_dietary_2008, title = {Dietary patterns related to attainment in school: the importance of early eating patterns}, volume = {62}, copyright = {2008 the BMJ Publishing Group}, issn = {0143-005X, 1470-2738}, shorttitle = {Dietary patterns related to attainment in school}, url = {https://jech.bmj.com/content/62/8/734}, doi = {10.1136/jech.2007.068213}, abstract = {Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet.}, language = {en}, number = {8}, urldate = {2023-01-07}, journal = {Journal of Epidemiology \& Community Health}, author = {Feinstein, L. and Sabates, R. and Sorhaindo, A. and Rogers, I. and Herrick, D. and Northstone, K. and Emmett, P.}, month = aug, year = {2008}, pmid = {18621960}, note = {Publisher: BMJ Publishing Group Ltd Section: Research report KerkoCite.ItemAlsoKnownAs: 10.1136/jech.2007.068213 2129771:DDDMNVBB}, pages = {734--739}, } @incollection{perera_diferencias_2017, title = {Diferencias por {Género} y {Contexto} {Socioeconómico} del {Impacto} de la {Plataforma} {Adaptativa} de {Matemática}.}, url = {https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-extension_Informe_PAM_NSEyGENERO.pdf}, booktitle = {{CINVE}.}, author = {Perera, Marcelo and Aboal, Diego}, year = {2017}, } @misc{monton_difference_2022, title = {Difference and {Similarities}: {Digitization}, {Digitalization}, and {Digital} {Transformation}}, shorttitle = {Difference and {Similarities}}, url = {https://www.globalsign.com/en-sg/blog/difference-and-similarities-digitization-digitalization-and-digital-transformation}, abstract = {Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.}, language = {en}, urldate = {2024-02-29}, journal = {GlobalSign}, author = {Monton, Aryne Leigh}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:935NSD2Y 4804264:D4ZQH826}, keywords = {Final\_citation, anystyle, existing}, } @article{sern_differences_2019, series = {Journal}, title = {Differences of {TVET} teachers’ perceptions on competency across different types of {TVET} institutions in nigeria}, abstract = {© BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions.}, journal = {International Journal of Recent Technology and Engineering}, author = {Sern, Lai Chee and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd and Adamu, Babayo Yakubu}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ELDF8JX}, keywords = {⛔ No DOI found}, } @article{gafur_difficulties_2020, title = {Difficulties in the {Material} of {Skeleton} {Systems} and the {Application} of {ICT} in {Learning} {Natural} {Sciences} ({IPA})}, volume = {4}, doi = {10.31258/jes.4.1.p.187-199}, number = {1}, journal = {Journal of Educational Sciences}, author = {Gafur, Irfan Andi and Yustina, Yustina and Zulfarina, Zulfarina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.31258/jes.4.1.p.187-199 2129771:63S46TTN}, keywords = {\_C:China CHN, \_C:Indonesia IDN, \_C:Malaysia MYS, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, pages = {187--199}, } @techreport{riina_digcomp_2022, title = {{DigComp} 2.2: {The} {Digital} {Competence} {Framework} for {Citizens} - {With} new examples of knowledge, skills and attitudes}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC128415}, institution = {Publications Office of the European Union}, author = {Riina, Vuorikari and Stefano, Kluzer and Yves, Punie}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IMTEZ37V 5242966:FUE6JI2S}, } @book{vuorikari_digcomp_2022, address = {Luxembourg}, title = {{DigComp} 2.2, {The} {Digital} {Competence} framework for citizens: with new examples of knowledge, skills and attitudes}, isbn = {978-92-76-48882-8}, shorttitle = {{DigComp} 2.2, {The} {Digital} {Competence} framework for citizens}, abstract = {Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80\% of the population with basic digital skills and having 20 million ICT specialists by 2030}, language = {en}, publisher = {Publications Office of the European Union}, author = {Vuorikari, Riina and Kluzer, Stefano and Punie, Yves}, year = {2022}, note = {OCLC: 1314329693 KerkoCite.ItemAlsoKnownAs: 2129771:BU3NE6BK 5242966:E3EXDXHQ}, } @misc{kluzer_digcomp_2018, title = {{DigComp} into {Action}: {Get} inspired, make it happen. {A} user guide to the {European} {Digital} {Competence} {Framework}}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC110624}, publisher = {Publications Office of the European Union}, author = {Kluzer, Stefano and Pujol Priego, Laia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJ83HVD9 5242966:EFEBZZQT}, } @article{government_of_nigeria_digest_2017, title = {Digest of {TVET} institutions statistics in {Nigeria} 2014-15}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/DIGEST%20OF%20TVET%20INSTITUTIONS%20STATISTICS%20IN%20NIGERIA%202014-15.pdf}, urldate = {2019-01-17}, author = {{Government of Nigeria}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48U2KYV5 2317526:UU6VCLET}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{noauthor_digital_2018, title = {Digital accesibility toolkit}, url = {https://www.cbm.org/get-involved/search-resources-publications/?tx_wwt3site_list%5B__referrer%5D%5B%40extension%5D=Wwt3Site&tx_wwt3site_list%5B__referrer%5D%5B%40controller%5D=Publication&tx_wwt3site_list%5B__referrer%5D%5B%40action%5D=list&tx_wwt3site_list%5B__referrer%5D%5Barguments%5D=YTowOnt97a70dc1eec8c27f56c58e2b900cef02d68011f1e&tx_wwt3site_list%5B__referrer%5D%5B%40request%5D=a%3A3%3A%7Bs%3A10%3A%22%40extension%22%3Bs%3A8%3A%22Wwt3Site%22%3Bs%3A11%3A%22%40controller%22%3Bs%3A11%3A%22Publication%22%3Bs%3A7%3A%22%40action%22%3Bs%3A4%3A%22list%22%3B%7D13f1a9698cd594b129675b8ce62c64286924033e&tx_wwt3site_list%5B__trustedProperties%5D=a%3A0%3A%7B%7D75e6f8c6217790a6d75e6c070ade464ccdde848d&tx_wwt3site_list%5Bfilter%5D%5Byear%5D=0&tx_wwt3site_list%5Bfilter%5D%5Bcategory%5D=71&tx_wwt3site_list%5Bfilter%5D%5Btype%5D=0&cHash=abc21055f49433fdb72918ff6e599d18}, abstract = {CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year \& type.}, language = {en}, urldate = {2020-08-18}, institution = {Christian Blind Mission}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CCJBJXA5}, } @article{zhao_digital_2021, title = {Digital competence in higher education research: {A} systematic literature review}, volume = {168}, issn = {0360-1315}, shorttitle = {Digital competence in higher education research}, url = {https://www.sciencedirect.com/science/article/pii/S0360131521000890}, doi = {10.1016/j.compedu.2021.104212}, abstract = {In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.}, language = {en}, urldate = {2022-04-05}, journal = {Computers \& Education}, author = {Zhao, Yu and Pinto Llorente, Ana María and Sánchez Gómez, María Cruz}, month = jul, year = {2021}, keywords = {21st century abilities, Digital competence, Higher education}, pages = {104212}, } @inproceedings{hasler_digital_2008, title = {Digital {Divide} meets video-based learning: {Video} production, distribution, and use within the developing world}, copyright = {All rights reserved}, publisher = {Hasso-Plattner Institute, Potsdam}, author = {Haßler, Björn}, year = {2008}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:EBI3FKSC}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{hosszu_digital_2020, title = {Digital divides in education. {An} analysis of the {Romanian} public discourse on distance and online education during the {COVID}-19 pandemic}, volume = {18}, doi = {10.33788/sr.18.2.1}, number = {2}, journal = {Sociologie Românească}, author = {Hosszu, Alexandra and Rughiniș, Cosima}, year = {2020}, pages = {11--39}, } @book{marlow_digital_2023, title = {Digital {Dystopia} {The} {Danger} in {Buying} {What} the {EdTech} {Surveillance} {Industry} is {Selling}}, language = {en}, publisher = {American Civil Liberties Union (ACLU)}, author = {Marlow, C.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:RINV26P7}, keywords = {Final\_citation, anystyle, existing}, } @article{selwyn_digital_2020, title = {digital education after {COVID}-19}, url = {http://der.monash.edu.au/lnm/wp-content/uploads/2020/06/TECHLASH-01-COVID-education.pdf}, number = {1}, urldate = {2020-06-24}, journal = {TECHLASH}, author = {Selwyn, Neil and MacGilchrist, Felicitas and Williamson, Ben}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D96FZD4A}, } @article{resta_digital_2015, title = {Digital equity and intercultural education}, volume = {20}, issn = {1360-2357, 1573-7608}, url = {http://link.springer.com/10.1007/s10639-015-9419-z}, doi = {10.1007/s10639-015-9419-z}, language = {en}, number = {4}, urldate = {2024-03-04}, journal = {Education and Information Technologies}, author = {Resta, Paul and Laferrière, Thérèse}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9419-z 4804264:SUSY29MX}, keywords = {Final\_citation}, pages = {743--756}, } @article{makri_digital_2021, title = {Digital {Escape} {Rooms} as {Innovative} {Pedagogical} {Tools} in {Education}: {A} {Systematic} {Literature} {Review}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2071-1050}, shorttitle = {Digital {Escape} {Rooms} as {Innovative} {Pedagogical} {Tools} in {Education}}, url = {https://www.mdpi.com/2071-1050/13/8/4587}, doi = {10.3390/su13084587}, abstract = {This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.}, language = {en}, number = {8}, urldate = {2022-04-05}, journal = {Sustainability}, author = {Makri, Agoritsa and Vlachopoulos, Dimitrios and Martina, Richard A.}, month = jan, year = {2021}, note = {Number: 8 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {digital escape rooms, digital technologies, educational escape rooms, engagement, escape rooms, game-based learning, gamification, motivation, systematic literature review, technology enhanced learning}, pages = {4587}, } @misc{unevoc_digital_nodate, title = {Digital {Frameworks}}, url = {https://unevoc.unesco.org/home/Digital+Competence+Frameworks/lang=en/filt=cup}, urldate = {2023-11-01}, author = {{UNEVOC}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8Y2A8VX8}, } @article{byun_digital_2018, title = {Digital game-based learning for {K}-12 mathematics education: {A} meta-analysis}, volume = {118}, issn = {00366803}, shorttitle = {Digital game-based learning for {K}-12 mathematics education}, doi = {10.1111/ssm.12271}, language = {en}, number = {3-4}, journal = {School Science and Mathematics}, author = {Byun, JaeHwan and Joung, Eunmi}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/ssm.12271 4804264:LF4UM7QE}, keywords = {Final\_citation, cited, existing}, pages = {113--126}, } @article{clark_digital_2015, title = {Digital {Games}, {Design}, and {Learning}: {A} {Systematic} {Review} and {Meta}-{Analysis}}, shorttitle = {Digital {Games}, {Design}, and {Learning}}, language = {en}, author = {Clark, Douglas B. and Tanner-Smith, Emily E. and Killingsworth, Stephen S.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YHX5ZVR8 2486141:9KH6I4W9}, keywords = {⛔ No DOI found}, pages = {44}, } @book{kear_digital_2018, address = {Kidlington, United Kingdom ; Cambridge, MA, United States}, series = {Chandos {Information} {Professional} {Series}}, title = {Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community}, isbn = {978-0-08-102023-4}, shorttitle = {Digital humanities, libraries, and partnerships}, publisher = {Chandos Publishing, an imprint of Elsevier}, editor = {Kear, Robin and Joranson, Kate}, year = {2018}, note = {OCLC: on1001456620}, keywords = {Digital humanities, Digital libraries, Humanities, Libraries and Museums}, } @book{james_digital_2013, title = {Digital {Interactions} in {Developing} {Countries}: {An} {Economic} {Perspective}}, isbn = {978-0-415-62732-0}, shorttitle = {Digital {Interactions} in {Developing} {Countries}}, abstract = {Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.}, language = {en}, publisher = {Routledge}, author = {James, Jeffrey}, year = {2013}, note = {Google-Books-ID: j3nFeUcBzS4C EdTechHub.ItemAlsoKnownAs: 2129771:NAJDX97C}, keywords = {Business \& Economics / Development / Economic Development, Business \& Economics / Industries / Computers \& Information Technology}, } @incollection{lim_digital_2018, title = {Digital learning for developing {Asian} countries}, booktitle = {Routledge {International} {Handbook} of {Schools} and {Schooling} in {Asia}}, publisher = {Routledge}, author = {Lim, Cher Ping and Tinio, Victoria and Smith, Matthew and Bhowmik, Miron Kumar}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PCVW7PY7 2339240:9HMQ57TL 2405685:ZXUFKWM5}, keywords = {\_\_C:filed:1, \_\_C:scheme:1}, } @article{sailer_digital_2021, title = {Digital learning in schools: {What} does it take beyond digital technology?}, volume = {103}, issn = {0742-051X}, shorttitle = {Digital learning in schools}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X21000706}, doi = {10.1016/j.tate.2021.103346}, abstract = {We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.}, language = {en}, urldate = {2023-01-26}, journal = {Teaching and Teacher Education}, author = {Sailer, Michael and Murböck, Julia and Fischer, Frank}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103346 2129771:WY5VJ8ZE 4426965:JKWTNHUA}, keywords = {Digital technologies, Structural equation modeling, Student learning activities, Teachers’ skills, Technology use in classroom}, pages = {103346}, } @techreport{tawileh_digital_2018, title = {Digital learning innovations for {Syrian} refugees and host communities external evaluation report}, author = {Tawileh, Anas}, year = {2018}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Open systems, \_THEME: School management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426091, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @article{oatis_digital_2019, title = {Digital {Literacy} {Among} {Teachers}: {Identifying} {Digital} {Divide} {Among} {Interactive} {Whiteboard} {Users} in {Public} {High} {Schools}}, shorttitle = {Digital {Literacy} {Among} {Teachers}}, author = {Oatis, Tammy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RYULW4BI}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Georgia GEO, \_C:Greece GRC, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{visser_digital_2013, title = {Digital {Literacy} and {Public} {Policy} through the {Library} {Lens}}, volume = {22}, issn = {2643-959X}, url = {https://digitalcommons.library.umaine.edu/mpr/vol22/iss1/27}, doi = {10.53558/WCUZ5068}, language = {en}, number = {1}, urldate = {2024-01-12}, journal = {Maine Policy Review}, author = {Visser, Marijke}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.53558/WCUZ5068 2129771:6G6AUNIE 5242966:2E57HDL9}, } @techreport{csis_indonesia_digital_2022, title = {Digital {Literacy} and {Skills} {Toolkit} {Implementation} in {Indonesia}: {Experience} and {Lessons} {Learned} from a {Small} {Survey}}, url = {https://csis.or.id/publication/digital-literacy-and-skills-toolkit-implementation-in-indonesia/}, author = {{CSIS Indonesia}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RFIS2BBM 5242966:IWAG3HHA}, } @techreport{hassan_digital_2023, title = {Digital {Literacy} {Assessment} {Tool}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TATPHGK2}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Hassan, Mansour and Grace, Macharia and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1018}, note = {ZenodoArchiveID: 8392595 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1018 ZenodoArchiveConcept: 8392594}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{macharia_digital_2023, title = {Digital {Literacy} {Assessment} {Tool} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/7DCZWHDC}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Macharia, Grace and Walker, Hannah and Waziri, Nafisa and Martin, Anna and Haßler, Björn}, month = dec, year = {2023}, doi = {10.53832/opendeved.1062}, note = {ZenodoArchiveID: 10399439 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1062 ZenodoArchiveConcept: 10399438}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{martin_digital_2023, title = {Digital {Literacy} {For} {Citizens} {Policy} {Framework} for {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3XSIQX8M}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Martin, Anna and Macharia, Grace and Walker, Hannah and Waziri, Nafisa and Omboto, Charles and Haßler, Björn}, month = nov, year = {2023}, doi = {10.53832/opendeved.1057}, note = {ZenodoArchiveID: 10300137 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1057 ZenodoArchiveConcept: 10300136}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{adam_digital_2022, title = {Digital {Literacy} {Needs} for {Online} {Learning} {Among} {Peri}-{Urban}, {Marginalised} {Youth} in {South} {Africa}}, volume = {14}, issn = {1941-8647, 1941-8655}, shorttitle = {Digital {Literacy} {Needs} for {Online} {Learning} {Among} {Peri}-{Urban}, {Marginalised} {Youth} in {South} {Africa}}, url = {https://www.igi-global.com/gateway/article/www.igi-global.com/gateway/article/310940}, doi = {10.4018/IJMBL.310940}, abstract = {As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...}, language = {en}, number = {3}, urldate = {2022-12-03}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Adam, Taskeen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/IJMBL.310940 2129771:5KY339P2 2129771:KIULXTH7 2486141:VQDPU9L2}, keywords = {Author:OpenDevEd}, pages = {1--19}, } @article{adam_digital_2022, title = {Digital {Literacy} {Needs} for {Online} {Learning} {Among} {Peri}-{Urban}, {Marginalised} {Youth} in {South} {Africa}}, volume = {14}, copyright = {Access limited to members}, issn = {1941-8647}, url = {https://www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/310940}, doi = {10.4018/IJMBL.310940}, abstract = {As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...}, language = {en}, number = {3}, urldate = {2022-12-08}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Adam, Taskeen}, month = jul, year = {2022}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/IJMBL.310940 4804264:6G69PX6V}, keywords = {Final\_citation, cited, existing}, pages = {1--19}, } @misc{noauthor_digital_nodate, title = {Digital {Literacy} {Program}}, url = {https://ict.go.ke/digital-literacy-programmedlp/}, urldate = {2024-01-12}, publisher = {Ministry of Information, Communication and the Digital Economy}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D73SKV4Q 5242966:TU7NIAW9}, } @article{pietrass_digital_2007, title = {Digital {Literacy} {Research} from an {International} and {Comparative} {Point} of {View}}, volume = {2}, issn = {1745-4999, 1745-4999}, url = {http://journals.sagepub.com/doi/10.2304/rcie.2007.2.1.1}, doi = {10.2304/rcie.2007.2.1.1}, abstract = {The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users.}, language = {en}, number = {1}, urldate = {2023-11-01}, journal = {Research in Comparative and International Education}, author = {Pietrass, Manuela}, month = mar, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.1.1 2129771:5BUMBUKD}, pages = {1--12}, } @article{savina_digital_2017, title = {Digital media and youth: {A} primer for school psychologists}, volume = {21}, shorttitle = {Digital media and youth}, doi = {10.1007/s40688-017-0119-0}, number = {1}, journal = {Contemporary School Psychology}, author = {Savina, Elena and Mills, Jennifer L. and Atwood, Kelly and Cha, Jason}, year = {2017}, note = {00003 KerkoCite.ItemAlsoKnownAs: 10.1007/s40688-017-0119-0 10/gc82gh 2129771:F37CPX9X 2129771:LW765DD7}, keywords = {\_\_C:filed:1}, pages = {80--91}, } @article{adam_digital_2019, title = {Digital neocolonialism and massive open online courses ({MOOCs}): colonial pasts and neoliberal futures}, volume = {44}, issn = {1743-9884}, shorttitle = {Digital neocolonialism and massive open online courses ({MOOCs})}, url = {https://doi.org/10.1080/17439884.2019.1640740}, doi = {10.1080/17439884.2019.1640740}, abstract = {Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.}, number = {3}, urldate = {2019-09-28}, journal = {Learning, Media and Technology}, author = {Adam, Taskeen}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1640740 2129771:GICLIPT3 4804264:5D2NHMP4}, keywords = {Author:OpenDevEd, Decolonising education, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Italy ITA, \_C:Jordan JOR, \_C:Korea, Democratic People's Republic PRK, \_C:Mexico MEX, \_C:Nigeria NGA, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Tonga TON, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1, decolonising technology, digital neocolonialism, epistemic injustice, neoliberal education}, pages = {365--380}, } @techreport{rajasekaran_digital_2024, title = {Digital pathways for greater education impact for all: {A} {Country}-level {Framework}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/Q9R5HWK2}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Rajasekaran, Subhashini and Adam, Taskeen and Tilmes, Klaus and Hawkins, Robert}, month = mar, year = {2024}, doi = {10.53832/opendeved.1040}, note = {ZenodoArchiveID: 10257860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1040 ZenodoArchiveConcept: 10257859}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{noauthor_digital_nodate, title = {Digital {Promise}}, url = {https://digitalpromise.org/}, abstract = {Digital Promise shapes the future of learning and advances equitable education systems by bringing together solutions across research, practice, and technology. We work at the intersection of education leaders, researchers, and technology developers to improve learning opportunities...}, language = {en-US}, urldate = {2023-02-02}, journal = {Digital Promise}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VNSCJLJS}, } @misc{noauthor_digital_nodate, title = {Digital {Promise} – {Research} {Map}}, url = {https://researchmap.digitalpromise.org/}, abstract = {The Research Map connects education practitioners to relevant and accessible learning sciences research findings that can help them shape powerful learning solutions for all students.}, language = {en-US}, urldate = {2023-02-02}, journal = {Research Map}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8WBBPC5M}, } @misc{draw_digital_nodate, title = {Digital {Resilience} in the {American} {Workforce} ({DRAW}) {\textbar} {Adult} {Education} and {Literacy} {\textbar} {U}.{S}. {Department} of {Education}}, url = {https://lincs.ed.gov/state-resources/federal-initiatives/draw}, abstract = {Building Skills and Literacy for Equitable Advancement September 2021}, language = {en}, urldate = {2023-11-01}, author = {{DRAW}}, } @techreport{roberts_tony_digital_2021, title = {Digital {Rights} in {Closing} {Civic} {Space}: {Lessons} from {Ten} {African} {Countries}}, url = {https://www.ids.ac.uk/publications/digital-rights-in-closing-civic-space-lessons-from-ten-african-countries/}, urldate = {2024-01-12}, institution = {Institute of Development Studies}, author = {{Roberts, Tony} and {Ali, Abrar Mohammed} and {Karekwaivanane, George} and {Msonza, Natasha} and {Phiri, Sam} and {Zorro} and {Nanfuka, Juliet} and {Bosch, Tanja} and {Oladapo, Oyewole} and {Ojebode, Ayo} and {Nyabola, Nanjala} and {Gagliardone, Iginio} and {Brhane, Atnafu} and {Farahat, Mohammed} and {Ndongmo, Kathleen}}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZR2KCNXB 5242966:FYJBLZBY}, } @misc{noauthor_digital_nodate, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2020-06-08}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:KTMNYXID 2447227:2VW73H9Y}, keywords = {\_C:Sierra Leone SLE}, } @misc{namit_digital_2019, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2020-08-14}, journal = {World Bank Blogs}, author = {Namit, K. and Thi Mai, T.}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8RLHW9WQ 2129771:QWF5JY27 2129771:WNSMNZQR 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL}, keywords = {\_C:Sierra Leone SLE}, } @misc{bashir_digital_2020, title = {Digital {Skills}: {Frameworks} and {Programs}}, url = {https://documents1.worldbank.org/curated/en/562351611824219616/pdf/Digital-Skills-Frameworks-and-Programs.pdf}, language = {English}, publisher = {World Bank}, author = {Bashir, Sajitha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QUSHDUDC 5242966:ZH3KJPQK}, } @article{ivala_digital_2014, title = {Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology}, volume = {2}, issn = {2324-805X, 2324-805X}, url = {https://core.ac.uk/download/pdf/235493876.pdf}, doi = {10.11114/jets.v2i1.286}, abstract = {Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.}, language = {English}, number = {1}, journal = {Journal of Education and Training Studies}, author = {Ivala, Eunice and Gachago, Daniela and Condy, Janet and Chigona, Agnes}, month = jan, year = {2014}, note = {Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive \#99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2405685:ECTD3I55 2534378:IEFUXYHR 2534378:KPXZTCDD}, keywords = {Case Studies, Cognitive Processes, College Faculty, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Focus Groups, Foreign Countries, Higher Education, Personal Narratives, Postsecondary Education, Preservice Teachers, Professional Development, Qualitative Research, Reflection, Skill Development, South Africa, Story Telling, Teaching Methods, Technology Uses in Education, Video Technology, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096367, \_\_finaldtb}, pages = {217--227}, } @article{fletcher_digital_2020, title = {Digital {Technologies} and {Innovative} {Learning} {Environments} in {Schooling}: {A} {New} {Zealand} {Experience}}, shorttitle = {Digital {Technologies} and {Innovative} {Learning} {Environments} in {Schooling}}, journal = {New Zealand Journal of Educational Studies}, author = {Fletcher, Jo and Everatt, John and Mackey, Julie and Fickel, Letitia Hochstrasser}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:IQYB73UI}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {1--22}, } @article{qureshi_digital_2021, title = {Digital {Technologies} in {Education} 4.0. {Does} it {Enhance} the {Effectiveness} of {Learning}? {A} {Systematic} {Literature} {Review}}, volume = {15}, issn = {1865-7923}, shorttitle = {Digital {Technologies} in {Education} 4.0. {Does} it {Enhance} the {Effectiveness} of {Learning}?}, url = {https://online-journals.org/index.php/i-jim/article/view/20291}, doi = {10.3991/ijim.v15i04.20291}, abstract = {Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely.}, language = {en}, number = {04}, urldate = {2022-04-05}, journal = {International Journal of Interactive Mobile Technologies (iJIM)}, author = {Qureshi, Muhammad Imran and Khan, Nohman and Raza, Hamad and Imran, Amina and Ismail, Fadillah}, month = feb, year = {2021}, pages = {31}, } @article{pinto_digital_2020, title = {Digital technologies in support of students learning in {Higher} {Education}: literature review}, issn = {2013-9144}, shorttitle = {Digital technologies in support of students learning in {Higher} {Education}}, url = {https://dialnet.unirioja.es/servlet/articulo?codigo=7615204}, doi = {10.1344/der.2020.37.343-360}, abstract = {Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet.}, language = {eng}, number = {37}, urldate = {2022-04-05}, journal = {Digital Education Review}, author = {Pinto, Marta and Leite, Carlinda}, year = {2020}, note = {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}, pages = {343--360}, } @article{facer_digital_2021, title = {Digital technology and the futures of education: {Towards} ‘{Non}-{Stupid}’optimism}, shorttitle = {Digital technology and the futures of education}, url = {https://www.academia.edu/download/98619725/Unesco_Background_Ed_Tech.pdf}, urldate = {2024-02-29}, journal = {Paper commissioned for the UNESCO Futures of Education report}, author = {Facer, Keri and Selwyn, Neil}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:444G964Q 4804264:CHFH4TAM}, keywords = {Final\_citation, ⛔ No DOI found}, } @book{koekoek_digital_2018, title = {Digital technology in physical education: global perspectives}, isbn = {978-1-138-56988-1}, shorttitle = {Digital technology in physical education}, language = {English}, author = {Koekoek, Jeroen and Hilvoorde, Ivo van}, year = {2018}, note = {OCLC: 1013481819}, } @article{gustafsson-wright_digital_2022, title = {Digital tools for real-time data collection in education}, url = {https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/}, urldate = {2024-03-19}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Aggarwal, Muskan}, year = {2022}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:LCXWWJ8C}, keywords = {Final\_citation, ⛔ No DOI found}, } @misc{gustafsson-wright_digital_2022, title = {Digital tools for real-time data collection in education}, shorttitle = {Digital {Tools} for {Real}-{Time} {Data} {Collection} in {Education}}, url = {https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/}, abstract = {Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.}, language = {en}, urldate = {2024-02-29}, journal = {Brookings}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Aggarwal, Muskan}, month = nov, year = {2022}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:299DX848 4804264:3I6E9KNG 4804264:TNTGX3XG 4804264:X2VTVLYY}, keywords = {Final\_citation, existing, ⛔ No DOI found}, } @book{greenway_digital_2018, address = {Place of publication not identified}, edition = {1}, title = {Digital {Transformation} at {Scale}: {Why} the {Strategy} {Is} {Delivery}.}, isbn = {978-1-907994-78-4}, shorttitle = {Digital {Transformation} at {Scale}}, abstract = {Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations.}, language = {English}, publisher = {LONDON Publishing PARTNER}, author = {Greenway, Andrew}, year = {2018}, note = {OCLC: 1024230007 KerkoCite.ItemAlsoKnownAs: 2129771:3H5APF92 2129771:9ENIABPD 2129771:U3NRVET2 2129771:WAC3SRJT 2129771:Y9WDGRVJ}, keywords = {⛔ No DOI found}, } @book{greenway_digital_2021, edition = {2}, title = {Digital {Transformation} at {Scale}: {Why} the {Strategy} {Is} {Delivery} [2nd edition]}, language = {en}, author = {Greenway, Andrew and Terrett, Ben and Bracken, Mike and Loosemore, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:27PSJSLQ 2129771:K5UIN5L9}, } @phdthesis{mccarthy_digital_2020, type = {{PhD} {Thesis}}, title = {Digital transformation in education: {A} mixed methods study of teachers and systems}, shorttitle = {Digital transformation in education}, school = {Murdoch University}, author = {McCarthy, Aidan}, year = {2020}, note = {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}, } @article{bond_digital_2018, title = {Digital transformation in {German} higher education: student and teacher perceptions and usage of digital media}, volume = {15}, issn = {2365-9440}, shorttitle = {Digital transformation in {German} higher education}, url = {https://doi.org/10.1186/s41239-018-0130-1}, doi = {10.1186/s41239-018-0130-1}, abstract = {Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.}, number = {1}, urldate = {2021-03-07}, journal = {International Journal of Educational Technology in Higher Education}, author = {Bond, Melissa and Marín, Victoria I. and Dolch, Carina and Bedenlier, Svenja and Zawacki-Richter, Olaf}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-018-0130-1 2129771:WU3RAAUR}, keywords = {Digital media usage, Digitalization, Educational technology, Germany, Higher education, Student perceptions, Teacher perceptions, University professors, University students, \_C:Australia AUS, \_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Israel ISR, \_C:Luxembourg LUX, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review}, pages = {48}, } @article{benavides_digital_2020, title = {Digital {Transformation} in {Higher} {Education} {Institutions}: {A} {Systematic} {Literature} {Review}}, volume = {20}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1424-8220}, shorttitle = {Digital {Transformation} in {Higher} {Education} {Institutions}}, url = {https://www.mdpi.com/1424-8220/20/11/3291}, doi = {10.3390/s20113291}, abstract = {Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Sensors}, author = {Benavides, Lina María Castro and Tamayo Arias, Johnny Alexander and Arango Serna, Martín Darío and Branch Bedoya, John William and Burgos, Daniel}, month = jan, year = {2020}, note = {Number: 11 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {digital transformation, digitalization, higher education institution, systematic literature review, university}, pages = {3291}, } @misc{mckinsey_digital_2022, title = {Digital trust: {Why} it matters for businesses {\textbar} {McKinsey}}, url = {https://www.mckinsey.com/capabilities/quantumblack/our-insights/why-digital-trust-truly-matters}, urldate = {2023-01-26}, author = {McKinsey}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9F6SYMPJ}, keywords = {Final\_citation, existing}, } @article{zitzmann_digital_2020, title = {Digital {Undergraduate} {Education} in {Dentistry}: {A} {Systematic} {Review}}, volume = {17}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, shorttitle = {Digital {Undergraduate} {Education} in {Dentistry}}, url = {https://www.mdpi.com/1660-4601/17/9/3269}, doi = {10.3390/ijerph17093269}, abstract = {The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.}, language = {en}, number = {9}, urldate = {2022-04-05}, journal = {International Journal of Environmental Research and Public Health}, author = {Zitzmann, Nicola U. and Matthisson, Lea and Ohla, Harald and Joda, Tim}, month = jan, year = {2020}, note = {Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph17093269 2129771:CV9QZRC7}, keywords = {\_genre:LR-literature\_review, augmented reality (AR), dental education, digital dentistry, virtual reality (VR)}, pages = {3269}, } @article{appenrodt_jan_digitalisierung_2022, title = {Digitalisierung beruflicher {Lern}- und {Arbeitsprozesse}. {Impulse} aus der {Bauwirtschaft} und anderen gewerblich-technischen {Sektoren}}, copyright = {Creative Commons Namensnennung 4.0 International}, url = {https://www.pedocs.de/frontdoor.php?source_opus=24378}, doi = {10.25656/01:24378}, abstract = {The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)}, language = {de}, urldate = {2022-09-09}, author = {Appenrodt, Jan and Becker, Matthias and Böttcher, Sven and Bozkurt, Askim and Dettmann, Kai and Diekmann, Susanne and Dziumbla, Uwe and Ebert, Wolfgang and Falk, Roland and Freytag, Nora-Fabienne and Ganz, Kerstin and Goos, Ulrich and Grochtmann, Thomas and Hagenhofer, Thomas and Hillegeist, Annika and Holle, Hans-Jürgen and Hömann, Karsten and Jenzen, Julia and Kaiser, Matthias and Kirchner, Anja and Korth, Susanne and Kranawetleitner, Tanja and Krebs, Heike and Krümmel, Stefan and Kuri, Norbert and Land, Marvin and Lange, Axel and Lange, Christina and Leikler, Martin and Lindemann, Hans-Jürgen and Mahrin, Bernd and Menner, Marietta and Menzel, Mareike and Mersch, Franz Ferdinand and Milker, Clemens and Niethammer, Manuela and Noichl, Svenja and Pistoll, Diana and Ranke, Hannes and Rendtel, Torsten and Rexing, Volker and Roth, Tina and Schopbach, Holger and Schröder, Thomas and Schulte, Sven and Strating, Harald and Ströhle, Jochen and Wachenbrunner, Torsten and Weitzmann, Markus and Wepner, Kim and Wieczorek, Michael and Wyss, Rolf}, collaborator = {Technische Universität Berlin and Bernd [Hrsg, Mahrin and Stefan [Hrsg, Krümmel and Nora-Fabienne [Mitarb, Freytag}, month = apr, year = {2022}, note = {Publisher: Universitätsverlag der TU Berlin KerkoCite.ItemAlsoKnownAs: 10.25656/01:24378 2129771:IL42MZY2 2129771:PKHZIKCP}, keywords = {370 Education, 370 Erziehung, Schul- und Bildungswesen, Arbeitsprozess, Bauberuf, Bauingenieur, Bautechnik, Bauwirtschaft, Berufliche Fortbildung, Berufsausbildung, Berufsbildung, Berufsbildungszentrum, Career centers, Construction technique, Continuing education, Continuing training, Digitale Medien, Digitalisierung, Digitalization, E-Learning, E-learning, Fachdidaktik, Further education, Gewerblich-technischer Beruf, Holzbau, Learning by playing, Learning process, Lehr-Lern-Prozess, Lernprozess, Media didactics, Mediendidaktik, Metallberuf, Occupation in a trade or technical field, Occupation in the field of construction, Occupational training, On line, Online service, Online-Angebot, Professional training, Specialized didactics, Spielerisches Lernen, Subject didactics, Teaching post, Teaching profession, Teaching-learning process, Virtual learning, Vocational Education, Vocational education and training, Vocational training, Weiterbildung, Working process, auto\_merged, Überbetriebliche Ausbildung}, } @misc{bloomberg_digitization_2018, title = {Digitization, {Digitalization}, and {Digital} {Transformation}: {Confuse} {Them} {At} {Your} {Peril}}, shorttitle = {Digitization, {Digitalization}, {And} {Digital} {Transformation}}, url = {https://www.forbes.com/sites/jasonbloomberg/2018/04/29/digitization-digitalization-and-digital-transformation-confuse-them-at-your-peril/}, abstract = {We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next.}, language = {en}, journal = {Forbes}, author = {Bloomberg, J.}, year = {2018}, note = {Section: Tech KerkoCite.ItemAlsoKnownAs: 4804264:4H95WXGE 4804264:ERQH4GKR}, keywords = {Final\_citation, anystyle, existing}, } @misc{noauthor_dignitas_nodate, title = {Dignitas by {Design} 2021.pdf}, } @misc{noauthor_dihk_nodate, title = {{DIHK} - {Deutscher} {Industrie}- und {Handelskammertag}}, url = {https://www.dihk.de/de}, language = {de}, urldate = {2022-05-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AMPNW7DW 2486141:R9AYDTHX}, } @article{dimensions_resources_dimensions_2018, title = {Dimensions - {A} {Collaborative} {Approach} to {Enhancing} {Research} {Discovery}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://dimensions.figshare.com/articles/Dimensions_-_A_Collaborative_Approach_to_Enhancing_Research_Discovery/5783160}, doi = {10.6084/M9.FIGSHARE.5783160}, abstract = {Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities.{\textless}br{\textgreater}{\textless}br{\textgreater}This report takes a closer look at some of the research insights that can be gathered using the new Dimensions platform, with a focus on the benefits of its collaborative approach to development. {\textless}br{\textgreater}{\textless}br{\textgreater}}, language = {en}, urldate = {2021-05-03}, author = {{Dimensions Resources} and Adams, Jonathan and Phill Jones and Porter, Simon and Szomszor, Martin and Draux, Hélène and Osipov, Igor}, year = {2018}, note = {Artwork Size: 4483018 Bytes Publisher: Dimensions}, keywords = {160511 Research, Science and Technology Policy, FOS: Political science}, pages = {4483018 Bytes}, } @article{martinez-bravo_dimensions_2022, title = {Dimensions of digital literacy in the 21st century competency frameworks}, volume = {14}, url = {https://www.mdpi.com/2071-1050/14/3/1867}, doi = {10.3390/su14031867}, number = {3}, urldate = {2023-11-01}, journal = {Sustainability}, author = {Martínez-Bravo, María Cristina and Sádaba Chalezquer, Charo and Serrano-Puche, Javier}, year = {2022}, note = {Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su14031867 2129771:FZCF772V}, pages = {1867}, } @incollection{ojo_dimensions_2014, address = {Ibadan}, title = {Dimensions of {Executive}-{Legislature} {Relations} {In} the {Katsina} {State} {House} of {Assembly} - (1999-2011)”}, volume = {1}, language = {en}, booktitle = {The {Legislature} and {Governance} in {Nigeria}}, publisher = {John Archers Publishers Limited}, editor = {Ojo, E.O. and Omotola, S.J.}, year = {2014}, pages = {358--376}, } @inproceedings{agus_santoso_dinus_2018, title = {Dinus {Intelligent} {Assistance} ({DINA}) {Chatbot} for {University} {Admission} {Services}}, doi = {10.1109/ISEMANTIC.2018.8549797}, abstract = {Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.}, booktitle = {2018 {International} {Seminar} on {Application} for {Technology} of {Information} and {Communication}}, author = {Agus Santoso, Heru and Anisa Sri Winarsih, Nurul and Mulyanto, Edy and Wilujeng saraswati, Galuh and Enggar Sukmana, Septian and Rustad, Supriadi and Syaifur Rohman, Muhammad and Nugraha, Adhitya and Firdausillah, Fahri}, month = sep, year = {2018}, keywords = {Chatbot, Knowledge based systems, NLP, Neural network, Ontologies, Robots, Seminars, Task analysis, ontology}, pages = {417--423}, } @misc{government_of_uganda_directorate_nodate, title = {Directorate of {Industrial} {Training}}, url = {http://dituganda.org/}, language = {en-US}, urldate = {2018-12-21}, author = {{Government of Uganda}}, note = {UA-2c88b36e-9292-4c92-a377-3f59acdea211 KerkoCite.ItemAlsoKnownAs: 2129771:BFZ23SZT 2317526:SANMEZCB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{government_of_nigeria_directory_2017, title = {Directory of {Accredited} {Programmes} {Offered} in {Polytechnics}, {Technical} and {Vocational} {Institutions}}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J5VZIWBX 2317526:ZLQF4KYM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, TVET Provider, publicImportV1}, } @misc{noauthor_directory_nodate, title = {Directory of accredited programmes offered in polytechnics, technical and vocational institutions in {Nigeria}}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6TEGPQU}, } @book{mills_disability_2019, series = {{AI} {Now} {Institute} {Report}}, title = {Disability, {Bias}, and {AI}}, language = {en}, publisher = {AI Now Institute Report}, author = {Mills, Mara and Whittaker, Meredith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BCC74LCM 4804264:D6DR62U2}, keywords = {Final\_citation, anystyle, existing}, } @misc{othman_disability_2020, title = {Disability, computer and school data in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HB6V2YBU 2339240:NX2DISED 2405685:4C2J8V4D}, } @techreport{trani_disability_2017, title = {Disability in and {Around} {Urban} {Areas} of {Sierra} {Leone}}, url = {https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone}, author = {Trani, Jean-Francois and Bah, Osman and Bailey, Nicki and Browne, Joyce and Groce, Nora and Kett, Maria}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HBY77CAK 2129771:QHDCLY92 2405685:FSQFJ72I}, keywords = {\_C:Sierra Leone SLE}, } @article{karanja_disability_2009, title = {Disability in contexts of displacement}, volume = {29}, doi = {10.18061/dsq.v29i4.969}, number = {4}, journal = {Disability Studies Quarterly}, author = {Karanja, Michael}, year = {2009}, note = {ISBN: 2159-8371 KerkoCite.ItemAlsoKnownAs: 10.18061/dsq.v29i4.969 2129771:LTNM36C3}, keywords = {\_\_C:filed:1}, } @misc{noauthor_disabilityevidenceorg_nodate, title = {disabilityevidence.org - {Education}}, url = {https://www.disabilityevidence.org/themes/education}, urldate = {2020-08-17}, journal = {Disability Evidence Portal}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TCXL98FT}, } @techreport{tiruneh_disadvantaged_2021, title = {Disadvantaged {Schools} and {Students} in {Ethiopia}: {Why} is the {GEQIP}-{E} {Reform} {Necessary}?}, shorttitle = {Disadvantaged {Schools} and {Students} in {Ethiopia}}, url = {https://riseprogramme.org/publications/disadvantaged-schools-and-students-ethiopia-why-geqip-e-reform-necessary}, abstract = {This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.}, language = {en}, urldate = {2023-01-07}, institution = {Research on Improving Systems of Education (RISE)}, author = {Tiruneh, Dawit and Sabates, Ricardo and Woldehanna, Tassew}, month = apr, year = {2021}, doi = {10.35489/BSG-RISE-RI_2021/026}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2021/026 2129771:ALGWJAJ3}, } @techreport{yang_disclosable_2018, title = {Disclosable {Restructuring} {Paper}-{Support} to {Implementation} of the {Regional} {Education} {Strategy}-{P158836}}, institution = {The World Bank}, author = {Yang, Hongyu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6TVCDFAB}, } @misc{noauthor_discover_nodate, title = {Discover {Scholarcy} {Features} - {Try} it now!}, url = {https://www.scholarcy.com/scholarcy-features/}, abstract = {Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.}, language = {en-GB}, urldate = {2024-01-22}, journal = {Scholarcy {\textbar} The long-form article summariser}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z237XREV 2405685:UKFMFUC9 2486141:E8F6GHQI}, } @article{muralidharan_disrupting_2019, title = {Disrupting {Education}? {Experimental} {Evidence} on {Technology}-{Aided} {Instruction} in {India}.}, volume = {109}, doi = {10.1257/aer.20171112}, journal = {American Economic Review}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, year = {2019}, keywords = {interesting}, pages = {1426--60}, } @article{muralidharan_disrupting_2019, title = {Disrupting {Education}? {Experimental} {Evidence} on {Technology}-{Aided} {Instruction} in {India}}, volume = {109}, issn = {0002-8282}, shorttitle = {Disrupting {Education}?}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20171112}, doi = {10.1257/aer.20171112}, abstract = {We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.}, language = {en}, number = {4}, urldate = {2022-11-16}, journal = {American Economic Review}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 4804264:CR8C6SIN 4804264:DIKXRAKH}, keywords = {Analysis of Education, Returns to Education, Education: Government Policy, Human Capital, Final\_citation, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Migration, Occupational Choice, Skills, existing}, pages = {1426--1460}, } @techreport{hasler_disseminating_2023, title = {Disseminating the evidence and outputs generated by your programme}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PWN42VDQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, urldate = {2023-11-24}, institution = {EdTech Hub}, author = {Haßler, Björn and Friese, Laila and Mansour, Hassan}, month = dec, year = {2023}, doi = {10.53832/edtechhub.1001}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1001 2129771:5ZK5YZFI 2129771:HY5ZGL8E 2405685:PWN42VDQ}, keywords = {Coming Soon, \_comingsoon, \_forthcoming, \_r:AddedByMyEducationEvidence}, } @book{brownson_dissemination_2012, address = {Oxford ; New York}, edition = {First edition}, title = {Dissemination and implementation research in health: translating science to practice}, isbn = {978-0-19-975187-7}, shorttitle = {Dissemination and implementation research in health}, language = {en}, publisher = {Oxford University Press}, editor = {Brownson, Ross C. and Colditz, Graham A. and Proctor, Enola Knisley}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8G6CIZF9 4869029:PEYVJBBJ}, keywords = {Clinical Trials as Topic, Information Dissemination, Translational Research, methods}, } @book{brownson_dissemination_2018, address = {New York, NY}, edition = {Second edition}, title = {Dissemination and implementation research in health: translating science to practice}, isbn = {978-0-19-068321-4}, shorttitle = {Dissemination and implementation research in health}, publisher = {Oxford University Press}, editor = {Brownson, Ross C. and Colditz, Graham A. and Proctor, Enola Knisley}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y2QQFTJT 4869029:C6JYXX7Q}, keywords = {Information Dissemination, Translational Medical Research, methods}, } @article{el-zant_dissipative_1999, title = {Dissipative motion in galaxies with non-axisymmetric potentials}, volume = {311}, doi = {10.1016/S0370-1573(98)00106-9}, number = {3-5}, journal = {Physics reports}, author = {El-Zant, Amr}, year = {1999}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0370-1573(98)00106-9 2129771:3RKAY7EZ}, pages = {279--294}, } @techreport{nurul_mostafa_kamal_distance_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Distance {Education} for {Rohingya} {Children} during {COVID} 19 {Emergency}: {Bangladesh} {Rohingya} {Response} {Perspectives}; {Challenges}, {Recommendations} and {Proximities}}, shorttitle = {Distance {Education} for {Rohingya} {Children} during {COVID} 19 {Emergency}}, url = {https://papers.ssrn.com/abstract=3594676}, abstract = {COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities.}, language = {en}, number = {ID 3594676}, urldate = {2020-08-14}, institution = {Social Science Research Network}, author = {Nurul Mostafa Kamal, Zafari}, month = may, year = {2020}, doi = {10.2139/ssrn.3594676}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3594676 2129771:BA3V5HNJ}, keywords = {Education in emergency, distance education in emergency, home schooling., remote learning, remote schooling}, } @article{bof_distance_2004, title = {Distance {Learning} for {Teacher} {Training} in {Brazil}}, volume = {5}, doi = {10.19173/irrodl.v5i1.172}, language = {EN}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Bof, Alvana}, year = {2004}, note = {shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2129771:GFRAXRCR 2405685:7N6P78H9}, keywords = {C:Brazil, \_C:Brazil BRA, \_C:Germany DEU, \_\_C:filed:1, \_\_C:scheme:1}, } @article{smith_distance_2010, title = {'{Distance} learning' or 'learning at a distance'? {Case} study of an education initiative to deliver an in‐service bachelors degree in {Zambia}}, url = {https://www.tandfonline.com/doi/abs/10.1080/14703291003718950}, doi = {10.1080/14703291003718950}, abstract = {In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)}, language = {en}, journal = {Innovations in Education and Teaching International}, author = {Smith, CJ}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14703291003718950 10/bcfqp9 2129771:XXF7GLXP 2317526:AFAZ37Q6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, P:service industry, Q:degree, Q:distance learning, Q:open learning, R:case study, T:TVET, publicImportV1}, } @misc{httpsplusgooglecomunesco_distance_2020, title = {Distance learning solutions}, url = {https://en.unesco.org/covid19/educationresponse/solutions}, abstract = {Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions}, language = {en}, urldate = {2020-06-28}, journal = {UNESCO}, author = {https://plus.google.com/+UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:TVJHNUTE}, } @techreport{theunynck_distance_2018, title = {Distance to {School} and the educational consequences}, institution = {World Bank}, author = {Theunynck, Serge}, year = {2018}, } @misc{noauthor_distance_learning_toolkit_10aug2021-508pdf_nodate, title = {Distance\_Learning\_Toolkit\_10Aug2021-508.pdf}, } @misc{noauthor_distillersr_nodate, title = {{DistillerSR} {\textbar} {Systematic} {Review} {Software} {\textbar} {Literature} {Review} {Software}}, url = {https://www.distillersr.com/products/distillersr-systematic-review-software}, abstract = {DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.}, language = {en-US}, urldate = {2024-01-20}, journal = {DistillerSR}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BKF8REMD 2405685:BHCNFVFR 2486141:R8DJ5FX5}, keywords = {\_Added-ailr-2024}, } @phdthesis{bukhsh_distributed_2014, type = {{PhD} {Thesis}}, title = {Distributed learning as a potential approach to distance education: prospects and challenges at {Allama} {Iqbal} {Open} {University}.}, shorttitle = {Distributed learning as a potential approach to distance education}, author = {Bukhsh, Qadir}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9PADUG5F}, } @article{dakagan_distribution_2024, title = {Distribution of {Soil} {Chemical} {Properties} of {Smallholder} {Farms} on {Derelict} {Mined}-{Sites} of {Jos} {South} {LGA}, {Jos} {Plateau}, {Nigeria}}, volume = {10}, doi = {10.9734/ajsspn/2024/v10i1208}, language = {en}, number = {ue 1}, journal = {Asian Journal of Soil Science and Plant Nutrition}, author = {Dakagan, J.B. and Tudunwada, I.Y. and Ajiji, S.A. and Aliyu, J.A.}, year = {2024}, pages = {30--44,}, } @techreport{unocha_district_2015, title = {District {Profile}: {Bombali} ({Sierra} {Leone})}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/district_profile_bombali_10_dec_2015am%20%281%29.pdf}, urldate = {2020-07-17}, author = {UNOCHA}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AIKESIRX 2486141:EJQW5V6U}, keywords = {\_C:Sierra Leone SLE}, } @techreport{unocha_district_2015, title = {District {Profile}: {Tonkolili} ({Sierra} {Leone})}, shorttitle = {Sierra {Leone}}, url = {https://reliefweb.int/report/sierra-leone/sierra-leone-tonkolili-district-profile-3-december-2015}, abstract = {English News and Press Release on Sierra Leone about Education, Food and Nutrition, Epidemic and more; published on 03 Dec 2015 by OCHA}, language = {en}, urldate = {2020-07-17}, author = {UNOCHA}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B9W6JXTW 2486141:XZ9Q8GRU}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_dmetar_nodate, title = {dmetar - {Companion} {R} {Package} for the {Guide} {Doing} {Meta}-{Analysis} in {R}}, url = {https://dmetar.protectlab.org/}, abstract = {Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PMB2N3AH 2405685:E8CB9JLQ 2486141:VUEA4XRI}, keywords = {\_Added-ailr-2024}, } @inproceedings{dalla_longa_animations_2013, title = {Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study}, doi = {10.1145/2485760.2485885}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Dalla Longa, Nicol and Mich, Ornella}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:7XSFWB7H 257089:QBZJQ6SE}, pages = {621--624}, } @article{fairlie_boys_2016, title = {Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls?}, volume = {16}, issn = {1935-1682}, url = {https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html}, doi = {10.1515/bejeap-2015-0094}, abstract = {Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.}, language = {en}, number = {1}, journal = {The BE Journal of Economic Analysis \& Policy}, author = {Fairlie, Robert W.}, month = jan, year = {2016}, note = {Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES}, pages = {59--96}, } @article{huntley_cognitive_2015, title = {Do cognitive interventions improve general cognition in dementia? {A} meta-analysis and meta-regression}, volume = {5}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an Open Access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) license, which permits others to distribute, remix, adapt and build upon this work, for commercial use, provided the original work is properly cited. See: http://creativecommons.org/licenses/by/4.0/}, issn = {2044-6055, 2044-6055}, shorttitle = {Do cognitive interventions improve general cognition in dementia?}, url = {https://bmjopen.bmj.com/content/5/4/e005247}, doi = {10.1136/bmjopen-2014-005247}, abstract = {Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups. Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95\% CI 0.29 to 0.69; p{\textless}0.001) compared to non-active controls and (g=0.35, 95\% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95\% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95\% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings. Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic.}, language = {en}, number = {4}, urldate = {2023-11-02}, journal = {BMJ Open}, author = {Huntley, J. D. and Gould, R. L. and Liu, K. and Smith, M. and Howard, R. J.}, month = apr, year = {2015}, pmid = {25838501}, note = {Publisher: British Medical Journal Publishing Group Section: Mental health}, keywords = {GERIATRIC MEDICINE}, pages = {e005247}, } @article{behrman_conditional_2011, title = {Do {Conditional} {Cash} {Transfers} for {Schooling} {Generate} {Lasting} {Benefits}? {A} {Five}-{Year} {Followup} of {PROGRESA}/{Oportunidades}.}, journal = {Journal of Human Resources}, author = {Behrman, Jere R. and Parker, Susan W. and Todd, Petra E.}, year = {2011}, keywords = {❓ Multiple DOI}, } @article{ruthbah_extra_2016, title = {Do extra hours of tutoring payoff? {Evaluation} of a community education programme in {Bangladesh}}, volume = {8}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2015.1111922}, doi = {10.1080/19439342.2015.1111922}, abstract = {Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.}, number = {2}, urldate = {2020-11-17}, journal = {Journal of Development Effectiveness}, author = {Ruthbah, Ummul and Rabbani, Atonu and Hossain, Salim and Sarwar, Golam}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2015.1111922 2129771:F3LZCL6Z 2486141:CWJZE2NH}, keywords = {\_Added to LR, \_G:reviewed}, pages = {196--215}, } @article{bhutoria_financial_2018, title = {Do financial education interventions for women from poor households impact their financial behaviors? {Experimental} evidence from {India}}, volume = {11}, shorttitle = {Do financial education interventions for women from poor households impact their financial behaviors?}, doi = {10.1080/19345747.2018.1465317}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Bhutoria, Aditi and Vignoles, Anna}, year = {2018}, note = {Publisher: Taylor \& Francis}, pages = {409--432}, } @techreport{gustafsson-wright_impact_2020, title = {Do impact bonds affect the ecosystem of social services delivery and financing?}, url = {https://policycommons.net/artifacts/4141410/do-impact-bonds-affect-the-ecosystem-of-social-services-delivery-and-financing/4949753/}, urldate = {2024-03-01}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Massey, Meg}, year = {2020}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:YAEBMZVM}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{castro_nascimento_large_2023, title = {Do {Large} {Language} {Models} {Understand} {Chemistry}? {A} {Conversation} with {ChatGPT}}, volume = {63}, issn = {1549-9596}, shorttitle = {Do {Large} {Language} {Models} {Understand} {Chemistry}?}, url = {https://doi.org/10.1021/acs.jcim.3c00285}, doi = {10.1021/acs.jcim.3c00285}, abstract = {Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry.}, number = {6}, urldate = {2024-02-24}, journal = {Journal of Chemical Information and Modeling}, author = {Castro Nascimento, Cayque Monteiro and Pimentel, André Silva}, month = mar, year = {2023}, note = {Publisher: American Chemical Society}, pages = {1649--1655}, } @article{abu-lughod_muslim_2002, title = {Do {Muslim} {Women} {Really} {Need} {Saving}? {Anthropological} {Reflections} on {Cultural} {Relativism} and {Its} {Others}}, volume = {104}, issn = {1548-1433}, shorttitle = {Do {Muslim} {Women} {Really} {Need} {Saving}?}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1525/aa.2002.104.3.783}, doi = {10.1525/aa.2002.104.3.783}, abstract = {This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism]}, language = {en}, number = {3}, urldate = {2022-04-04}, journal = {American Anthropologist}, author = {Abu-Lughod, Lila}, year = {2002}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1525/aa.2002.104.3.783 KerkoCite.ItemAlsoKnownAs: 2129771:6KDC7RY3 2129771:TZQH672B}, pages = {783--790}, } @article{orduna-malea_researchgate_2017, title = {Do {ResearchGate} {Scores} create ghost academic reputations?}, volume = {112}, doi = {10.1007/s11192-017-2396-9}, number = {1}, journal = {Scientometrics}, author = {Orduna-Malea, Enrique and Martín-Martín, Alberto and Thelwall, Mike and López-Cózar, Emilio Delgado}, year = {2017}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-017-2396-9 2129771:U68QS3SL}, pages = {443--460}, } @article{cruz-aguayo_tests_2017, title = {Do {Tests} {Applied} to {Teachers} {Predict} {Their} {Effectiveness}?}, volume = {159}, url = {https://doi.org/10.1016/j.econlet.2017.06.035}, doi = {10.1016/j.econlet.2017.06.035}, journal = {Economics Letters}, author = {Cruz-Aguayo, Yyannú and Ibarrarán, Pablo and Schady, Norbert}, year = {2017}, pages = {108--111}, } @article{dickerson_maths_2015, title = {Do the maths: {An} analysis of the gender gap in mathematics in {Africa}}, volume = {46}, issn = {02727757}, shorttitle = {Do the maths}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0272775715000230}, doi = {10.1016/j.econedurev.2015.02.005}, language = {en}, urldate = {2020-04-28}, journal = {Economics of Education Review}, author = {Dickerson, Andy and McIntosh, Steven and Valente, Christine}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.02.005 2129771:BH9N6797}, pages = {1--22}, } @techreport{kluve_youth_2016, address = {Essen}, type = {Working {Paper}}, title = {Do youth employment programs improve labor market outcomes? {A} systematic review}, shorttitle = {Do youth employment programs improve labor market outcomes?}, url = {http://hdl.handle.net/10419/149137}, abstract = {This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider}, institution = {RWI - Leibniz-Institut für Wirtschaftsforschung}, author = {Kluve, Jochen and Puerto, Susana and Robalino, David A. and Romero, Jose Manuel and Rother, Friederike and Stöterau, Jonathan and Weidenkaff, Felix and Witte, Marc}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B58KPPYI 2317526:2F7UE67W}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Ethiopia, C:Kenya, C:Liberia, C:Malawi, C:South Africa, CLL:en, Employment, \_C:Uganda UGA, publicImportV1}, } @article{igwe_doctrine_2019, title = {Doctrine and {Layers} in {Space}: {A} {Critique} of {Stephen} {Ajadi}’s {Design} for the {Anglican} {Church} in {Ogidi}, {Nigeria}’}, volume = {3}, doi = {https://portal.issn.org/resource/ISSN/2645-2669}, language = {en}, journal = {Lagos Journal of Architecture}, author = {Igwe, M.J.}, year = {2019}, keywords = {⚠️ Invalid DOI}, pages = {61--78}, } @techreport{walther_document_2006, address = {Paris, France}, title = {Document de {Travail} - {La} formation en secteur informel: {Note} de problématique}, language = {French}, number = {15}, institution = {Agence Française de Développement}, author = {Walther, Richard}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XLP2DNC 2317526:N4U8VVCW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Cameroon, C:Morocco, C:Senegal, C:South Africa, CLL:fr, publicImportV1}, } @article{webb_does_2006, title = {Does changing behavioral intentions engender behavior change? {A} meta-analysis of the experimental evidence}, volume = {132}, issn = {0033-2909}, shorttitle = {Does changing behavioral intentions engender behavior change?}, doi = {10.1037/0033-2909.132.2.249}, abstract = {Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.}, language = {eng}, number = {2}, journal = {Psychological Bulletin}, author = {Webb, Thomas L. and Sheeran, Paschal}, month = mar, year = {2006}, pmid = {16536643}, note = {shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2129771:3N57G9RY 2405685:FQQMQ9MQ}, keywords = {Attitude, Cooperative Behavior, Female, Humans, Intention, Male, Social Behavior}, pages = {249--268}, } @article{lai_does_2015, title = {Does computer-assisted learning improve learning outcomes? {Evidence} from a randomized experiment in migrant schools in {Beijing}}, volume = {47}, issn = {0272-7757}, shorttitle = {Does computer-assisted learning improve learning outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S027277571500045X}, doi = {10.1016/j.econedurev.2015.03.005}, abstract = {The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.}, language = {en}, urldate = {2020-07-27}, journal = {Economics of Education Review}, author = {Lai, Fang and Luo, Renfu and Zhang, Linxiu and Huang, Xinzhe and Rozelle, Scott}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2129771:3A36UZXR 2129771:CQYCYT33 2486141:L8DQMIT6}, keywords = {China, Computer-assisted learning, Development, Education, Migration, Random assignment, Test scores, \_\_C:filed:1}, pages = {34--48}, } @misc{noauthor_does_nodate, title = {Does {Edtech} {Scale}?}, url = {https://www.cgdev.org/blog/does-edtech-scale}, abstract = {School closures during the COVID crisis led many to hope that edtech could help to keep children learning. But does it work at scale?}, language = {en}, urldate = {2023-01-16}, journal = {Center for Global Development {\textbar} Ideas to Action}, } @techreport{bettinger_does_2020, address = {Cambridge, MA}, title = {Does {EdTech} {Substitute} for {Traditional} {Learning}? {Experimental} {Estimates} of the {Educational} {Production} {Function}}, shorttitle = {Does {EdTech} {Substitute} for {Traditional} {Learning}?}, url = {http://www.nber.org/papers/w26967.pdf}, language = {en}, number = {w26967}, urldate = {2021-03-23}, institution = {National Bureau of Economic Research}, author = {Bettinger, Eric and Fairlie, Robert and Kapuza, Anastasia and Kardanova, Elena and Loyalka, Prashant and Zakharov, Andrey}, month = apr, year = {2020}, doi = {10.3386/w26967}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 2129771:3ZNZGUR9}, keywords = {\_genre:PR-primary\_research, interesting}, pages = {w26967}, } @article{martin-martin_does_2014, title = {Does {Google} {Scholar} contain all highly cited documents (1950-2013)?}, journal = {arXiv preprint arXiv:1410.8464}, author = {Martín-Martín, Alberto and Orduña-Malea, Enrique and Ayllón, Juan Manuel and López-Cózar, Emilio Delgado}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HBYZTXPB}, keywords = {⛔ No DOI found}, } @techreport{oecd_does_2015, address = {Paris}, title = {Does having digital skills really pay off?}, url = {https://www.oecd-ilibrary.org/education/does-having-digital-skills-really-pay-off_5js023r0wj9v-en}, abstract = {Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.}, language = {en}, urldate = {2022-11-18}, institution = {OECD}, author = {OECD}, month = jun, year = {2015}, doi = {10.1787/5js023r0wj9v-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/5js023r0wj9v-en 4804264:EMVKQJJ4}, keywords = {Final\_citation, existing}, } @article{guskey_does_2002, title = {Does it make a difference? {Evaluating} professional development}, volume = {59}, url = {http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf}, abstract = {Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.}, language = {en}, number = {6}, journal = {Education Leadership}, author = {Guskey, Thomas R}, month = mar, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {45--51}, } @article{kamanda_does_2016, title = {Does living in a community with more educated mothers enhance children's school attendance? {Evidence} from {Sierra} {Leone}}, volume = {46}, issn = {07380593}, shorttitle = {Does living in a community with more educated mothers enhance children's school attendance?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315001145}, doi = {10.1016/j.ijedudev.2015.09.008}, abstract = {In Sierra Leone girls are 23.4\% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10\% improves the probability of attending junior secondary school significantly by 8\%; a 50\% increase improves the likelihood of attending school by 45\%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7\%, 14\% and 22\% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.}, language = {en}, urldate = {2022-12-25}, journal = {International Journal of Educational Development}, author = {Kamanda, Mamusu and Madise, Nyovani and Schnepf, Sylke}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2129771:24DRB739 2129771:QXGQZQLQ 2405685:YPUYEULY}, keywords = {Girls’ education, Mothers’ education, School attendance, Sierra Leone, \_C:Sierra Leone SLE}, pages = {114--124}, } @article{carr_does_2012, title = {Does {Math} {Achievement} h'{APP}'en when {iPads} and {Game}-{Based} {Learning} are {Incorporated} into {Fifth}-{Grade} {Mathematics} {Instruction}?}, volume = {11}, number = {1}, journal = {Journal of Information Technology Education}, author = {Carr, Jennie M}, year = {2012}, note = {00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 257089:8X36EITJ}, keywords = {⛔ No DOI found}, } @incollection{tomkinson_does_2016, title = {Does {Outcomes}-{Based} {Reporting} {Contribute} to or {Contradict} the {Realisation} of {Social} {Outcomes}?}, url = {https://press-files.anu.edu.au/downloads/press/n1949/pdf/ch09.pdf}, urldate = {2024-03-19}, booktitle = {The {Three} {Sector} {Solution}: {Delivering} public policy in collaboration with not-for-profits and business}, publisher = {ANU Press}, author = {Tomkinson, Emma}, collaborator = {Butcher, John and Gilchrist, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:IRPCEGU8 4804264:TSMHAMVF}, keywords = {Final\_citation}, pages = {185}, } @article{alcott_does_2016, title = {Does private schooling narrow wealth inequalities in learning outcomes? {Evidence} from {East} {Africa}}, volume = {42}, issn = {0305-4985}, shorttitle = {Does private schooling narrow wealth inequalities in learning outcomes?}, url = {http://dx.doi.org/10.1080/03054985.2016.1215611}, doi = {10.1080/03054985.2016.1215611}, abstract = {In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.}, number = {5}, urldate = {2017-02-27}, journal = {Oxford Review of Education}, author = {Alcott, Benjamin and Rose, Pauline}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2129771:UZMRHVBW 261495:Q3BWUMWN}, pages = {495--510}, } @article{maluccio_does_2010, title = {Does supply matter? {Initial} schooling conditions and the effectiveness of conditional cash transfers for grade progression in {Nicaragua}}, volume = {2}, journal = {Journal of development}, author = {Maluccio, John A. and Murphy, Alexis and Regalia, Ferdinando}, year = {2010}, keywords = {⛔ No DOI found}, pages = {87--116}, } @article{loyalka_does_2019, title = {Does {Teacher} {Training} {Actually} {Work}? {Evidence} from a {Large}-{Scale} {Randomized} {Evaluation} of a {National} {Teacher} {Training} {Program}}, volume = {11}, issn = {1945-7782, 1945-7790}, shorttitle = {Does {Teacher} {Training} {Actually} {Work}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.20170226}, doi = {10.1257/app.20170226}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {American Economic Journal: Applied Economics}, author = {Loyalka, Prashant and Popova, Anna and Li, Guirong and Shi, Zhaolei}, month = jul, year = {2019}, note = {shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2129771:IHGY6ERV 2129771:SPWRX548 2405685:JMUTWKKB}, keywords = {C:China, \_genre:PR-primary\_research}, pages = {128--154}, } @article{angrist_does_2001, title = {Does teacher training affect pupil learning? {Evidence} from matched comparisons in {Jerusalem} public schools}, volume = {19}, url = {https://doi.org/10.1086/319564.}, doi = {10.1086/319564}, number = {2}, journal = {Journal of Labor Economics}, author = {Angrist, J. and Lavy, V.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H7LFTKD4 2129771:SFIG35CC}, pages = {343--369}, } @book{kini_does_2016, title = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}? {A} {Review} of the {Research}}, shorttitle = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}?}, url = {https://eric.ed.gov/?id=ED606426}, abstract = {Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]}, language = {en}, urldate = {2021-03-07}, publisher = {Learning Policy Institute}, author = {Kini, Tara and Podolsky, Anne}, month = jun, year = {2016}, note = {ISSN: ISSN- Publication Title: Learning Policy Institute}, keywords = {Achievement Gains, At Risk Students, Attendance, Collegiality, Correlation, Educational Legislation, Educational Policy, Elementary Secondary Education, Ethnicity, Federal Legislation, Gender Differences, Mathematics Achievement, Peer Influence, Public School Teachers, Racial Differences, Reading Achievement, Socioeconomic Status, Student Characteristics, Teacher Distribution, Teacher Effectiveness, Teaching Conditions, Teaching Experience, \_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ngware_does_2014, title = {Does teaching style explain differences in learner achievement in low and high performing schools in {Kenya}?}, volume = {36}, url = {https://doi.org/10.1016/j.ijedudev.2014.01.004.}, doi = {10.1016/j.ijedudev.2014.01.004}, journal = {International Journal of Educational Development}, author = {Ngware, M.W. and Oketch, M. and Mutisya, M.}, year = {2014}, pages = {3--12}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does technology improve reading outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.}, language = {en}, urldate = {2019-11-21}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, month = jul, year = {2016}, note = {EdTechHub.Source: 2405685:RJ64GDLT KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:BFAGPZNQ 2129771:QHYYISLI 2339240:59F29QUS 2339240:JWWGS2FM 2405685:6GPCWMKY 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6 503888:3UKKYSZT}, keywords = {Education policy, International education, Kenya, Literacy, Reading, Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457283, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {204--214}, } @article{crouch_doing_2017, title = {Doing {Reform} {Differently}: {Combining} {Rigor} and {Practicality} in {Implementation} and {Evaluation} of {System} {Reforms}}, shorttitle = {Doing {Reform} {Differently}}, url = {https://www.rti.org/publication/doing-reform-differently}, abstract = {This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. Doing Development Differently proposes an approach to development in which many different things are tried, in smallish ways, involving stakeholders; in one sense it is a reaction against “blueprint” development. These approaches have much to recommend them.}, language = {en}, urldate = {2022-12-15}, author = {Crouch, Luis and DeStefano, Joseph}, month = jan, year = {2017}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 4804264:EW5AA57F}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @book{hiebert_doing_2023, address = {Cham}, series = {Research in {Mathematics} {Education}}, title = {Doing {Research}: {A} {New} {Researcher}’s {Guide}}, copyright = {Creative Commomns Attribution 4.0}, isbn = {978-3-031-19077-3 978-3-031-19078-0}, shorttitle = {Doing {Research}}, url = {https://link.springer.com/10.1007/978-3-031-19078-0}, language = {en}, urldate = {2023-09-04}, publisher = {Springer International Publishing}, author = {Hiebert, James and Cai, Jinfa and Hwang, Stephen and Morris, Anne K and Hohensee, Charles}, year = {2023}, doi = {10.1007/978-3-031-19078-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-19078-0 2129771:VZSLQ78P}, } @book{costa_doing_2018, title = {Doing {Research} {In} and {On} the {Digital}: {Research} {Methods} across {Fields} of {Inquiry}}, shorttitle = {Doing {Research} {In} and {On} the {Digital}}, language = {Inglés}, editor = {Costa, Cristina and Condie, Jenna}, month = may, year = {2018}, } @misc{noauthor_doing_nodate, title = {Doing {Well} in {Life}? {Thank} {Your} {Big} {Sister}}, shorttitle = {Doing {Well} in {Life}?}, url = {https://www.cgdev.org/blog/doing-well-life-thank-your-big-sister}, abstract = {Older siblings—particularly sisters—play a much larger role in caring for young children in many low- and middle-income country (LMIC) contexts, particularly in rural areas and among households engaged in subsistence agriculture and other forms of domestic production. In spite of this, the role that older sisters play in childrearing is often ignored in research and policy discussions of early childhood.}, language = {en}, urldate = {2020-11-08}, journal = {Center For Global Development}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C5486FFW}, } @inproceedings{kowsher_doly_2019, title = {Doly: {Bengali} chatbot for bengali education}, shorttitle = {Doly}, doi = {10.1109/ICASERT.2019.8934592}, booktitle = {2019 1st {International} {Conference} on {Advances} in {Science}, {Engineering} and {Robotics} {Technology} ({ICASERT})}, publisher = {IEEE}, author = {Kowsher, Md and Tithi, Farhana Sharmin and Alam, M. Ashraful and Huda, Mohammad Nurul and Moheuddin, Mir Md and Rosul, Md Golam}, year = {2019}, pages = {1--6}, } @techreport{vijil-morin_dominica_2022, title = {Dominica: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/62ATQD4T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1043}, note = {ZenodoArchiveID: 10260197 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1043 ZenodoArchiveConcept: 10260196}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_dominica_2022, title = {Dominica: {Safe} {Education} {Sector} {Plan}}, shorttitle = {Dominica}, url = {https://docs.opendeved.net/lib/62ATQD4T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1043}, } @book{butler_dont_2000, title = {"{Don}'t {Be} {Too} {Polite}, {Girls}!" {Women}, {Work}, and {Vocational} {Education} and {Training}: {A} {Critical} {Review} of the {Literature}}, isbn = {978-0-87397-582-7}, shorttitle = {"{Don}'t {Be} {Too} {Polite}, {Girls}!" {Women}, {Work}, and {Vocational} {Education} and {Training}}, abstract = {Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) (MN)}, language = {en}, urldate = {2018-08-01}, publisher = {National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; E-mail: ncver@ncver}, author = {Butler, Elaine and Ferrier, Fran}, year = {2000}, note = {zotzenLib.CopiedFrom: 2317526:5YY9X4R5 KerkoCite.ItemAlsoKnownAs: 2129771:PH8M6KQ9 2317526:5YY9X4R5 UA-BBCFBC74-5A7D-4871-9296-E3DD1313244C}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, Adult Education, C:Australia, CLL:en, Continuing Education, Curriculum, Education Work Relationship, Educational Needs, Educational Policy, Educational Practices, Educational Research, Educational Trends, Employed Women, Equal Education, Foreign Countries, Literature Reviews, Marketing, Needs Assessment, Policy Formation, Politics of Education, Postsecondary Education, Public Policy, Secondary Education, Social Change, Teaching Methods, Trend Analysis, Vocational Education, Womens Education, publicImportV1}, } @techreport{unesco_dont_nodate, title = {Don't remediate, accelerate! {Effective} catch-up learning strategies: evidence from the {United} {States} - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374029}, urldate = {2022-01-18}, author = {{UNESCO}}, } @techreport{hasler_donor_2018, type = {Principles for {Digital} {Development} — {Resource} {Development} {Program} {Asset}}, title = {Donor {Organizations} and the {Principles} for {Digital} {Development}: {A} {Landscape} {Assessment} and {Gap} {Analysis}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA)}, shorttitle = {Donor {Organizations} \& the {Principles} for {Digital} {Development}}, url = {https://zenodo.org/record/1204703#.XgqAyMb7Qeo}, abstract = {Donor Organizations \& the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018\_interactive.pdf}, number = {1}, urldate = {2019-12-30}, institution = {Digital Impact Alliance}, author = {Haßler, Björn and Brugha, Meaghan and Muyoya, Chisenga and Mitchell, Joel and Hollow, David and Jackson, Alan}, month = mar, year = {2018}, doi = {10.5281/zenodo.1204703}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:I2CG3TP3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:Belgium BEL, \_C:Cambodia KHM, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Norway NOR, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:c, docs.opendeved.net}, } @article{haider_donor_2019, title = {Donor {Programming} in {Albania} in {Other} ({Non}-justice and {Security}) {Sectors} {Relevant} to {Organised} {Crime}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14966}, abstract = {This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report.}, language = {en}, urldate = {2022-12-18}, author = {Haider, Huma}, month = dec, year = {2019}, note = {Accepted: 2020-01-09T13:46:40Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8YSN59F4 4869029:U7KVFH3Q}, keywords = {⛔ No DOI found}, } @misc{zubairi_donor_2018, title = {Donor {Scorecard} {Just} {Beginning}: {Addressing} inequality in donor funding for {Early} {Childhood} {Development}}, shorttitle = {Donor {Scorecard} {Just} {Beginning}}, url = {https://theirworld.org/wp-content/uploads/2018/04/Theirworld-Donor-Scorecard-Just-Beginning-April-2018.pdf}, urldate = {2023-11-08}, publisher = {London: Theirworld}, author = {Zubairi, Asma and Rose, Pauline}, year = {2018}, } @article{unwin_dos_2005, title = {Dos and don't in monitoring and evaluation}, shorttitle = {Dos and don't in monitoring and evaluation}, journal = {Excerpted from the infoDev publication: Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries}, author = {Unwin, T. and Day, B.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9K9A2CCM 261495:KXCD78WB}, keywords = {⛔ No DOI found}, pages = {65--70}, } @misc{noauthor_download_nodate, title = {Download the {DBE} {PLC} guideline: professional learning communities for {South} {African} {Schools} {\textbar} {VVOB} {South} {Africa}}, url = {https://southafrica.vvob.org/content/professional-learning-communities-guideline-south-african-schools}, urldate = {2021-06-25}, } @techreport{dq_institute_dq_2019, title = {{DQ} {Global} {Standards} {Report} 2019 {Common} {Framework} for {Digital} {Literacy}, {Skills} and {Readiness}}, url = {https://www.dqinstitute.org/wp-content/uploads/2019/03/DQGlobalStandardsReport2019.pdf}, language = {English}, author = {{DQ Institute}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RXGUNV8G 5242966:7ZJ4S8SV}, } @book{butgereit_dr_2010, title = {Dr {Math} gets {MUDDY}: the "dirt" on how to attract teenagers to {Mathematics} and {Science} by using multi-user dungeon games over {Mxit} on cell phones}, isbn = {978-1-905824-15-1}, shorttitle = {Dr {Math} gets {MUDDY}}, url = {https://researchspace.csir.co.za/dspace/handle/10204/4085}, abstract = {The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills}, language = {en}, urldate = {2022-12-26}, publisher = {The authors}, author = {Butgereit, L. and Leonard, B. and Le Roux, C. and Rama, H. and De Sousa, M. and Naidoo, T.}, month = may, year = {2010}, note = {Accepted: 2010-07-14T14:14:47Z KerkoCite.ItemAlsoKnownAs: 4804264:6ER7CWWL}, keywords = {Final\_citation, cited, existing}, } @misc{draw_draw-frameworks-defs-standards-v2pdf_nodate, title = {{DRAW}-{Frameworks}-{Defs}-{Standards}-{V2}.pdf}, url = {https://lincs.ed.gov/sites/default/files/DRAW-Frameworks-Defs-Standards-V2.pdf}, urldate = {2023-11-01}, author = {{DRAW}}, } @article{cheyeka_driving_2010, title = {Driving the process or driven by the process? {The} transformation of {Nkrumah} college of education into {Nkrumah} university college.}, shorttitle = {Driving the process or driven by the process?}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6599/The%20Transformation%20of%20Nkhrumah%20College%20of%20Education%20into%20a%20University%20-%20Article.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Cheyeka, Austin and Mulenga, Innocent Mutale and Masaiti, Gift}, year = {2010}, note = {Publisher: ZANGO-Journal of Contemporary Issues}, keywords = {⛔ No DOI found}, } @misc{cnbc_drone_2018, title = {Drone {Delivery} {Start}-{Up} {Zipline} {Beats} {Amazon}, {UPS} {And} {FedEx} {To} {The} {Punch}}, url = {https://www.youtube.com/watch?v=FeSCEalMOL8}, urldate = {2019-01-07}, author = {{CNBC}}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUHLL78J 2249382:AUF5INXK 2317526:AAMZIGGT}, } @misc{directorate_of_science_technology__innovation_sierra_leone_dsti_2020, title = {{DSTI} {\textbar} {Home}}, url = {https://www.dsti.gov.sl/}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KZXDSHQF 2405685:T64PHUNV}, } @article{widodo_dual-mode_2013, title = {Dual-mode teacher professional development: challenges and re-visioning future {TPD} in {Indonesia}}, volume = {17}, issn = {13664530}, url = {http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf}, doi = {10.1080/13664530.2013.813757}, abstract = {This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia}, number = {3}, journal = {Teacher Development}, author = {Widodo, Ari and {Riandi}}, year = {2013}, note = {Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=BEI.221367\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY}, keywords = {CONTINUING education, EDUCATION \& state, EDUCATION -- Forecasting, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Change, Educational Strategies, Elementary Secondary Education, FORECASTING, Faculty Development, Foreign Countries, HIGHER education, Higher Education, INDONESIA, Indonesia, Information Skills, Instructional Design, Interviews, Models, Needs Assessment, Online instruction, PROFESSIONAL education, Pedagogical Content Knowledge, Postsecondary Education, Professional development, Public policy, Questionnaires, Science Teachers, TEACHER certification, TEACHER development, TEACHER education, Teacher Education, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097039, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {380--392}, } @misc{bibb_dual_2018, title = {Dual {VET} - {Vocational} {Education} and {Training} in {Germany}}, shorttitle = {Dual {VET} presentation}, url = {https://www.bibb.de/govet/en/54880.php}, language = {German}, urldate = {2019-04-03}, author = {BIBB}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EETYC6L7 2317526:NJTTNWC2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{govet_duale_nodate, title = {Duale {Berufsausbildung} in {Deutschland}}, url = {https://www.bibb.de/govet/de/54880.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {de}, urldate = {2020-08-04}, journal = {BIBB - Duale Berufsausbildung in Deutschland}, author = {GOVET}, note = {Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:KM9FTHZ3}, } @misc{bmbf_duales_nodate, title = {Duales {Ausbildungssystem} weltweit gefragt - {BMBF}}, url = {https://www.bmbf.de/de/duales-ausbildungssystem-weltweit-gefragt-328.html}, abstract = {Das Bundesbildungsministerium kooperiert mit ausgewählten Ländern, die am dualen Ausbildungssystem deutscher Prägung zwecks Weiterentwicklung ihrer nationalen Berufsbildung interessiert sind.}, language = {de}, urldate = {2018-12-10}, journal = {Bundesministerium für Bildung und Forschung}, author = {{BMBF}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4JYRN5YX 2317526:GHJPXHWQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{noauthor_duplicate_nodate, title = {[duplicate]}, abstract = {-}, language = {en}, doi = {10.53832/opendeved.1094}, note = {ZenodoArchiveID: 10722201 ZenodoArchiveConcept: 10722200 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1094 2129771:3ZN54ZSW}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @incollection{ajadi_durumi_2022, address = {Firenze}, title = {Durumi {Camp}: {Conflict} and the {Spatial} {Praxes} of a {Furtive}-{Periphery}’}, language = {en}, booktitle = {‘{Embodying} the {Periphery}’}, publisher = {Firenze University Press}, author = {Ajadi, S.B.}, editor = {G., Fina and {HwaK}}, year = {2022}, doi = {10.36253/978-88-5518-661-2.06}, pages = {119--143}, } @article{ijtihadie_dynamic_2012, title = {Dynamic content synchronization between learning management systems over limited bandwidth network}, volume = {2}, issn = {2192-1962}, url = {https://link.springer.com/article/10.1186/2192-1962-2-17}, doi = {10.1186/2192-1962-2-17}, abstract = {Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.}, language = {en}, number = {1}, urldate = {2018-06-09}, journal = {Human-centric Computing and Information Sciences}, author = {Ijtihadie, Royyana M. and Hidayanto, Bekti C. and Affandi, Achmad and Chisaki, Yoshifumi and Usagawa, Tsuyoshi}, month = dec, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2192-1962-2-17 10/gf62h2 2129771:GYXRXZMT}, keywords = {\_\_C:filed:1}, pages = {17}, } @article{mwamba_dynamic_2021, title = {Dynamic {Effect} of {Rapid} {Urbanization} on {City} {Logistics}: {Literature} {Gleened} {Lessons} for {Developing} {Countries}}, volume = {3}, shorttitle = {Dynamic {Effect} of {Rapid} {Urbanization} on {City} {Logistics}}, url = {https://www.researchgate.net/profile/Francis-Simui/publication/350515613_Dynamic_Effect_of_Rapid_Urbanization_on_City_Logistics_Literature_Gleened_Lessons_for_Developing_Countries/links/60645a54a6fdccbfea1ab119/Dynamic-Effect-of-Rapid-Urbanization-on-City-Logistics-Literature-Gleened-Lessons-for-Developing-Countries.pdf}, number = {1}, urldate = {2023-12-05}, journal = {Journal of City and Development}, author = {Mwamba, Evans and Masaiti, Gift and Simui, Francis}, year = {2021}, keywords = {⛔ No DOI found}, pages = {37--47}, } @article{el-zant_dynamics_1998, title = {Dynamics of galaxies with triaxial haloes}, volume = {3}, copyright = {All rights reserved}, issn = {1384-1076}, url = {http://www.sciencedirect.com/science/article/pii/S1384107698000256}, doi = {10.1016/s1384-1076(98)00025-6}, number = {7}, journal = {New Astronomy}, author = {El-Zant, A. A. and Haßler, Björn}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s1384-1076(98)00025-6 2129771:I8HJET3F}, keywords = {Author:Haßler, Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, pages = {493 -- 537}, } @techreport{noauthor_e-estonia_nodate, title = {e-{Estonia} guide}, url = {https://e-estonia.com/wp-content/uploads/eas-eestonia-vihik-a5-180404-view.pdf}, urldate = {2024-03-19}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:LEP5SJX9}, keywords = {Final\_citation}, } @incollection{roberts-lewis_e-learning_2015, title = {E-{Learning} as a {Vehicle} for the {Development} of {Rural} {Girls} in {Ghana}, {West} {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false}, booktitle = {Information {Communication} {Technology} ({ICT}) {Integration} to {Educational} {Curricula}: {A} {New} {Direction} for {Africa}}, publisher = {University Press of America}, author = {Roberts-Lewis, Kristie and Orok, Michael E.}, editor = {Nwokeafor, Cosmas Uchenna}, year = {2015}, keywords = {Equity through Access, ⛔ No DOI found}, pages = {47--65}, } @techreport{baker_e-learning_2013, title = {E-{Learning} for {Teacher} {Training} in {Tanzania}}, url = {https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf}, abstract = {Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.}, language = {en}, author = {Baker, D and Bliss, A and Chung, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:learning, F:ministry, P:teacher training, Q:e-learning, Q:mobile learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{harerimana_e-learning_2016, title = {E-{Learning} in nursing education in {Rwanda}: benefits and challenges. {An} exploration of participants' perspectives}, abstract = {E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.}, language = {en}, journal = {Journal of Nursing and Health Science}, author = {Harerimana, A and Mtshali, NG and Hewing, H}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZR2CG5P7 2317526:5J65FI2H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:nurse, Q:e-learning, T:Training, T:continuing education, publicImportV1, ⛔ No DOI found}, } @article{tinoco-giraldo_e-mentoring_2020, title = {E-{Mentoring} in {Higher} {Education}: {A} {Structured} {Literature} {Review} and {Implications} for {Future} {Research}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2071-1050}, shorttitle = {E-{Mentoring} in {Higher} {Education}}, url = {https://www.mdpi.com/2071-1050/12/11/4344}, doi = {10.3390/su12114344}, abstract = {Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Sustainability}, author = {Tinoco-Giraldo, Harold and Torrecilla Sánchez, Eva María and García-Peñalvo, Francisco José}, month = jan, year = {2020}, note = {Number: 11 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {e-mentoring, higher education, literature review, mapping, open educational resources, sustainable education}, pages = {4344}, } @article{cardenas_early_2015, title = {'{Early} {Childhood} {Benefits} at {Low} {Cost}: {Evidence} from a {Randomized} {Trial} in {Mexico} ', {Unpublished} {Manuscript}}, author = {Cárdenas, Sergio and Evans, David K. and Holland, Peter}, year = {2015}, keywords = {⛔ No DOI found}, } @book{secretariat_early_2022, title = {Early {Childhood} {Care} and {Education} ({ECCE}) {Toolkit}: {Long} form version}, shorttitle = {Early {Childhood} {Care} and {Education} ({ECCE}) {Toolkit}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1085}, abstract = {High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = nov, year = {2022}, doi = {10.14217/comsec.1085}, } @article{black_early_2017, title = {Early {Childhood} {Development} {Coming} of {Age}: {Science} through the {Life} {Course}.}, volume = {389}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0140673616313897}, journal = {McCoy et al}, author = {Black, Maureen M. and Walker, Susan P. and Fernald, Lia C.H. and Andersen, Christopher T. and DiGirolamo, Ann M. and Lu, Chunling and C, Dana}, year = {2017}, keywords = {⛔ No DOI found}, pages = {77--90}, } @article{ardoin_early_2020, title = {Early childhood environmental education: {A} systematic review of the research literature}, volume = {31}, issn = {1747-938X}, shorttitle = {Early childhood environmental education}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X19305561}, doi = {10.1016/j.edurev.2020.100353}, abstract = {Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.}, language = {en}, urldate = {2022-04-05}, journal = {Educational Research Review}, author = {Ardoin, Nicole M. and Bowers, Alison W.}, month = nov, year = {2020}, keywords = {Early childhood, Environmental education, Forest schools, Nature preschools, Systematic reviews}, pages = {100353}, } @incollection{meisels_early_2000, address = {Cambridge}, edition = {2}, title = {Early {Childhood} {Intervention}: {A} {Continuing} {Evolution}}, booktitle = {Handbook of {Early} {Childhood} {Intervention}}, publisher = {Cambridge University Press}, author = {Meisels, Samuel J and Shonkoff, Jack P}, editor = {Meisels, Samuel J and Shonkoff, Jack P}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SSE5FPVM 2486141:CYJI5SI6}, pages = {3--32}, } @article{baker-henningham_early_2010, title = {Early {Childhood} {Stimulation} {Interventions} in {Developing} {Countries}: {A} {Comprehensive} {Literature} {Review}.}, volume = {213}, url = {https://www.econstor.eu/bitstream/10419/89041/1/IDB-WP-213.pdf}, journal = {IDB Working Paper Series}, author = {Baker-Henningham, Helen and Bóo, Florencia López}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JCRWDAN2 2129771:RHMP59EU}, keywords = {⛔ No DOI found}, } @book{platas_early_2014, address = {Research Triangle Park, NC}, title = {Early {Grade} {Mathematics} {Assessment} ({EGMA}) toolkit}, publisher = {RTI International}, author = {Platas, L.M. and Ketterlin-Gellar, L. and Brombacher, A. and Sitabkhan, Y.}, year = {2014}, } @book{hamsa_early_2022, title = {Early {Grade} {Mathematics} in {South} {Africa}}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International licence}, isbn = {978 0 19 075444 0}, language = {en}, publisher = {Oxford University Press}, editor = {Hamsa, Venkat and Roberts, Nicky}, year = {2022}, keywords = {⛔ No DOI found}, } @book{spaull_early_2022, title = {Early {Grade} {Reading} and {Mathematics} {Interventions} in {South} {Africa} - {Interventions}}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International licence}, isbn = {978 0 19 074119 8}, publisher = {Oxford University Press}, editor = {Spaull, Nic and Taylor, Stephen}, year = {2022}, } @article{piper_early_2010, series = {Program evaluation report. {RTI} {International}. {Prepared} for {USAID}/{Liberia}}, title = {Early {Grade} {Reading} {Assessment} ({EGRA}) {Plus}: {Liberia}}, url = {https://www.eddataglobal.org/documents/index.cfm}, author = {Piper, B. and Poole, M.Korda}, year = {2010}, keywords = {⛔ No DOI found}, } @incollection{b_early_2016, title = {Early {Grade} {Reading} {Assessment} ({EGRA}) {Plus}: {Liberia}. {Program} evaluation report}, booktitle = {Implementing {Mother} {Tongue}}, author = {{b}}, year = {2016}, } @book{piper_early_2010, address = {In}, title = {Early {Grade} {Reading} {Assessment} ({EGRA}) {Plus}: {Liberia}. {Program} evaluation report.}, publisher = {Research Triangle}, author = {Piper, Benjamin and Medina, Korda}, year = {2010}, } @book{spaull_early_2022, title = {Early {Grade} {Reading} in {South} {Africa}}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International licence}, isbn = {978 0 19 074138 9}, language = {en}, publisher = {Oxford University Press}, editor = {Spaull, Nic and Pretorius, Elizabeth}, year = {2022}, keywords = {⛔ No DOI found}, } @article{majumder_early_2020, title = {Early in the epidemic: impact of preprints on global discourse about {COVID}-19 transmissibility}, volume = {8}, issn = {2214-109X}, shorttitle = {Early in the epidemic}, url = {https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(20)30113-3/fulltext}, doi = {10.1016/S2214-109X(20)30113-3}, language = {English}, number = {5}, urldate = {2021-10-05}, journal = {The Lancet Global Health}, author = {Majumder, Maimuna S. and Mandl, Kenneth D.}, month = may, year = {2020}, pmid = {32220289}, note = {Publisher: Elsevier}, pages = {e627--e630}, } @article{field_early_2008, title = {Early {Marriage}, {Age} of {Menarche}, and {Female} {Schooling} {Attainment} in {Bangladesh}}, volume = {116}, doi = {10.1086/593333}, journal = {Journal of Political Economy}, author = {Field, Erica and Ambrus, Attila}, year = {2008}, pages = {881--930}, } @article{birchall_early_2018, title = {Early {Marriage}, {Pregnancy} and {Girl} {Child} {School} {Dropout}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14285}, abstract = {The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.}, language = {en}, urldate = {2022-12-18}, author = {Birchall, Jenny}, month = oct, year = {2018}, note = {Accepted: 2019-01-17T15:09:30Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLMDELP4 4869029:9NFMXNI4}, keywords = {⛔ No DOI found}, } @article{yates_early_2011, title = {Early {Occupational} {Aspirations} and {Fractured} {Transitions}: {A} {Study} of {Entry} into ‘{NEET}’ {Status} in the {UK}}, volume = {40}, issn = {1469-7823, 0047-2794}, shorttitle = {Early {Occupational} {Aspirations} and {Fractured} {Transitions}}, url = {https://www.cambridge.org/core/journals/journal-of-social-policy/article/abs/early-occupational-aspirations-and-fractured-transitions-a-study-of-entry-into-neet-status-in-the-uk/1FDDA4825AC6E143FDE42F8C4E6F2199}, doi = {10.1017/S0047279410000656}, abstract = {There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market.}, language = {en}, number = {3}, urldate = {2023-01-07}, journal = {Journal of Social Policy}, author = {Yates, Scott and Harris, Angel and Sabates, Ricardo and Staff, Jeremy}, month = jul, year = {2011}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0047279410000656 2129771:GEK22FF2}, pages = {513--534}, } @article{dubeck_early_2012, title = {Early primary literacy instruction in {Kenya}}, volume = {56}, url = {https://doi.org/10.1086/660693.}, doi = {10.1086/660693}, number = {1}, journal = {Comparative Education Review}, author = {Dubeck, M.M. and Jukes, M.C.H. and Okello, G.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:29KVXZBG 2129771:KD6MPBX6}, pages = {48--68}, } @book{gove_early_2011, address = {Research Triangle Park, NC}, title = {Early reading: {Igniting} education for all. {A} report by the {Early} {Grade} {Learning} {Community} of {Practice} ({Rev}. {Ed}.)}, url = {https://www.rti.org/sites/default/files/resources/early-reading-report-revised.pdf.}, publisher = {RTI International}, author = {Gove, A. and Cvelich, P.}, year = {2011}, } @techreport{noauthor_early_2018, title = {Early {Years} {Toolkit}}, language = {en}, year = {2018}, pages = {15}, } @misc{education_endowment_foundation_early_2018, title = {Early {Years} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Early-Years-toolkit-July-2018.pdf}, urldate = {2021-02-25}, publisher = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X3JS86AB 2486141:GRT2VWFB}, } @misc{education_endowment_foundation_early_2021, title = {Early {Years} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit}, abstract = {An accessible summary of educational research for early years teaching}, language = {en}, urldate = {2021-08-30}, author = {Education Endowment Foundation}, year = {2021}, note = {zotzenLib.CopiedFrom: 2486141:HHGHMBXZ KerkoCite.ItemAlsoKnownAs: 2129771:DBZNVX3T 2486141:HHGHMBXZ}, } @article{basnet_earthquake_2020, title = {Earthquake and {Its} {Impacts} on {Education}: {Aftermath} {Nepal} {Quake} 2015}, volume = {3}, issn = {2517-6323}, shorttitle = {Earthquake and {Its} {Impacts} on {Education}}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439}, doi = {10.31757/euer.332}, abstract = {Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.}, language = {en}, number = {3}, urldate = {2021-02-12}, journal = {European Educational Researcher}, author = {Basnet, Bal Krishna}, year = {2020}, note = {Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM}, keywords = {Administrator Attitudes, Content Analysis, Counseling Services, Emergency Programs, Faculty Development, Foreign Countries, Futures (of Society), Grade 10, Grade 9, Multilingualism, Natural Disasters, Nongovernmental Organizations, Prevention, Program Descriptions, Resilience (Psychology), Risk, Safety, Secondary School Curriculum, Simulation, Student Attitudes, Teacher Attitudes, Textbooks, Trauma, \_C:Bangladesh BGD, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Nepal NPL, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Sri Lanka LKA, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {101--118}, } @techreport{plan_international_ebola_2015, title = {Ebola: beyond the health emergency}, url = {https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf}, language = {EN}, institution = {Plan International}, author = {Plan International}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L53QZGG3 2405685:GKT9E9YG}, pages = {211}, } @misc{berry_ebola_2015, title = {Ebola, {Education} {And} {Innovation} {In} {Sierra} {Leone}}, url = {https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/}, urldate = {2020-08-18}, journal = {DFID bloggers}, author = {Berry, Chris}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WE6ZTJGI 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU}, keywords = {\_C:Sierra Leone SLE, \_\_\_working\_potential\_duplicate}, } @techreport{die_bundesregierung_eckpunktepapier_2017, address = {Berlin, Germany}, title = {Eckpunktepapier: {Wirtschaftliche} {Entwicklung} {Afrikas} – {Herausforderungen} und {Optionen}}, url = {https://www.bundesregierung.de/resource/blob/997532/444316/1423bb55c37af6ce594b4e6f14ab36ca/2017-06-07-eckpunkte-afrika-data.pdf?download=1}, author = {Die Bundesregierung}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J76C3AMW 2317526:AHJGP2JW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, publicImportV1}, } @article{browne_economic_2018, title = {Economic and {Gendered} {Impacts} of the {Healthcare} {Workforce}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13951}, abstract = {There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential.}, language = {en}, urldate = {2022-12-18}, author = {Browne, Evie}, month = jul, year = {2018}, note = {Accepted: 2018-07-27T12:17:26Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KCV4ZHFP 4869029:YU6ARXXG}, keywords = {⛔ No DOI found}, } @article{khwaja_economic_nodate, title = {{ECONOMIC} {DEVELOPMENT}: {USING} {ANALYTICAL} {FRAMEWORKS} {FOR} {POLICY} {DESIGN} {PED} 102}, shorttitle = {{ECONOMIC} {DEVELOPMENT}}, author = {Khwaja, Asim and Pritchett, Lant}, keywords = {⛔ No DOI found}, } @article{evans_economic_2019, title = {'{Economic} {Returns} to {Interventions} that {Increase} {Learning} ', {Policy} {Research} {Working} {Paper}, {The} {World} {Bank}}, author = {Evans, David K. and Yuan, Fei}, year = {2019}, keywords = {⛔ No DOI found}, } @book{noauthor_ed558206pdf_nodate, title = {{ED558206}.pdf}, url = {https://files.eric.ed.gov/fulltext/ED558206.pdf}, urldate = {2021-05-15}, } @article{leaver_edi_2021, title = {{EDI} {WORKING} {PAPER} {SERIES}}, author = {Leaver, Clare and Ozier, Owen and Serneels, Pieter and Zeitlin, Andrew}, year = {2021}, keywords = {⛔ No DOI found}, } @article{burton-jones_editors_2021, title = {Editor’s {Comments}: advancing research transparency at {MIS} quarterly: a pluralistic approach}, volume = {45}, language = {en}, number = {2}, journal = {MIS Quarterly}, author = {Burton-Jones, A. and Boh, W.F. and Oborn, E.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHV8R7D5 2486141:UJJK9MMJ}, keywords = {⛔ No DOI found}, pages = {--}, } @article{rai_editors_2016, title = {Editor’s comments: synergies between big data and theory}, volume = {40}, language = {en}, number = {2}, journal = {MIS Quarterly}, author = {Rai, A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T6W72K7X 2486141:7CG87YU3}, keywords = {⛔ No DOI found}, pages = {--}, } @article{rivard_editors_2014, title = {Editor’s comments: the ions of theory construction}, volume = {38}, language = {en}, number = {2}, journal = {MIS Quarterly}, author = {Rivard, S.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6APAHYHH 2486141:2VJB4E9F}, keywords = {⛔ No DOI found}, pages = {--}, } @incollection{maclean_editorial_2011, title = {Editorial}, booktitle = {The future of technical and vocational education and training: {Global} challenges and possibilities}, publisher = {Taylor \& Francis}, author = {Maclean, Rupert and Lai, Ada}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5NKQXE6 2317526:MPV6YHX7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, } @article{panda_editorial_2020, title = {Editorial: {Covid}-19 {Pandemic} and {Innovations} in {Institutional} {Transformation}, {Technology} and {Pedagogy}}, volume = {7}, copyright = {Copyright (c) 2020 Santosh Panda}, issn = {2311-1550}, shorttitle = {Editorial}, url = {https://jl4d.org/index.php/ejl4d/article/view/478}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Panda, Santosh}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:68FCDIF4}, keywords = {COVID-19, ⛔ No DOI found}, pages = {264--270}, } @article{panda_editorial_2021, title = {Editorial: {Learning} for {Development} – {Discourse} and {Practice}}, volume = {8}, copyright = {Copyright (c) 2021 Tony John Mays}, issn = {2311-1550}, shorttitle = {Editorial}, url = {https://jl4d.org/index.php/ejl4d/article/view/593}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Panda, Santosh}, month = nov, year = {2021}, note = {Number: 3}, keywords = {\_genre:PR-primary\_research, discourse, learning for development, practice, ⛔ No DOI found}, pages = {i--iv}, } @article{panda_editorial_2021, title = {Editorial: {Researching} {Technology}-{Enabled} {Teaching}, {Learning} and {Training}}, volume = {8}, copyright = {Copyright (c) 2021 Santosh Panda}, issn = {2311-1550}, shorttitle = {Editorial}, url = {https://jl4d.org/index.php/ejl4d/article/view/536}, abstract = {Editorial}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Panda, Santosh}, month = jul, year = {2021}, note = {Number: 2}, keywords = {learning, teaching, technology-enabled, training, ⛔ No DOI found}, pages = {221--227}, } @article{panda_editorial_2022, title = {Editorial: {Some} {More} {Research} on {Technology}-{Enabled} {Learning}}, volume = {9}, copyright = {Copyright (c) 2022 Santosh Panda}, issn = {2311-1550}, shorttitle = {Editorial}, url = {https://jl4d.org/index.php/ejl4d/article/view/658}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Panda, Santosh}, month = mar, year = {2022}, note = {Number: 1}, keywords = {technology-enabled learning (TEL), ⛔ No DOI found}, pages = {i--iv}, } @techreport{hasler_edtech_2020, title = {{EdTech} and {COVID}-19 response [{EdTech} {Hub} {Report}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, institution = {EdTech Hub}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.4118177}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_EdTechHub\_Output, \_r:ImportedToMyEducationEvidence, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Background paper}, title = {{EdTech} and {COVID}-19 response [{Save} {Our} {Future}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3.pdf}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D}, language = {en}, number = {3}, institution = {Education Commission}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.3983877}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 2129771:FX7Z5KQZ 2129771:K9ZCWVMZ 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_EdTechHub\_Output, \_cover:v2, \_r:ImportedToMyEducationEvidence, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{nicolai_edtech_2023, title = {Edtech and parental engagement}, url = {https://policycommons.net/artifacts/6942541/edtech-and-parental-engagement/7851978/}, urldate = {2023-11-08}, author = {Nicolai, Susan and Rui, Tingting Yang and Zubairi, Asma and Seluget, Chebet and Kamninga, Tony}, year = {2023}, note = {Publisher: UNESCO: United Nations Educational, Scientific and Cultural Organisation}, keywords = {⛔ No DOI found}, } @techreport{hollands_edtech_2017, title = {{EdTech} {Decision}-making in {Higher} {Education}}, author = {Hollands, Fiona M. and Escueta, Maya}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:978PSYV3 4426965:GE57VWNH}, keywords = {Stefanie}, } @techreport{nicolai_edtech_2022, title = {{EdTech} {Evidence} {From} {Covid}-19 {Response}: {A} thematic review of primary research from {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, shorttitle = {{EdTech} {Evidence} {From} {Covid}-19 {Response}}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Jefferies, Kate and Lockhart, Ashley Stepanek}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:T6FMMLTA}, keywords = {Final\_citation, cited, existing}, } @techreport{nicolai_edtech_2022, type = {Working {Paper}}, title = {{EdTech} {Evidence} {From} {Covid}-19 {Response}: {A} thematic review of primary research from {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K5BJUBRE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Jefferies, Kate and Stepanek Lockhart, Ashley}, year = {2022}, doi = {10.53832/edtechhub.0114}, note = {ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2129771:VN6G6ARB 2405685:K5BJUBRE 2405685:U6G7C62D}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @misc{platform_edtech_2023, title = {{EdTech} {Evidence} {Mid}-{Year} {Report}}, url = {https://www.instructure.com/resources/research-reports/edtech-evidence-2023-mid-year-report#:~:text=This%20report%20looks%20at%20the,%2D%20December%2031%2C%202022.}, language = {en}, author = {Platform, Instructure Learn}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:LC73LNMN}, keywords = {Final\_citation, anystyle, existing}, } @techreport{hasler_edtech_2023, type = {{EdTech} {Fellowship}}, title = {{EdTech} {Fellowship} – {Course} {Syllabus}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/UH95PISR}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Walker, Hannah and Moustafa, Nariman and Macharia, Grace and Adam, Taskeen and Lurvink, Anne-Fleur and McBurnie, Chris}, month = apr, year = {2023}, doi = {10.53832/opendeved.0288}, note = {ZenodoArchiveID: 7844700 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0288 ZenodoArchiveConcept: 7844699}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{mcburnie_edtech_2023, title = {{EdTech} {Fellowship} {Residential}: {Day} 1}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/S7J9TC7H}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Hassan, Syed Mustafa}, year = {2023}, doi = {10.53832/opendeved.1016}, note = {ZenodoArchiveID: 8392546 ZenodoArchiveConcept: 8392545 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1016 2129771:S7J9TC7H}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{lynch_edtech_2021, type = {Working {Paper}}, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}: {A} {Systematic} {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, url = {https://docs.edtechhub.org/lib/XJ42VUQG}, abstract = {This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. {\textless}/strong{\textgreater} {\textless}strong{\textgreater}In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.{\textless}/strong{\textgreater}}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, year = {2021}, doi = {10.5281/zenodo.4348995}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2129771:N8JYFSAG 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_genre:LR-literature\_review, \_yl:a, \_zenodoETH}, } @techreport{lynch_edtech_2020, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}: {A} {Systematic} {Literature} {Review}}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, language = {en}, institution = {Zenodo}, author = {Lynch, Paul and Singhal, Nidhi and Francis, Gill A.}, year = {2020}, } @techreport{lynch_edtech_2021, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICS}: {A} {Systematic} {Literature} {Review}}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICS}}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singhal, Nidhi and Francis, Gill A.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I2FLVINS 2129771:MTM2CBC8}, keywords = {auto\_merged}, } @misc{singal_edtech_2021, title = {{EdTech} for learners with disabilities: urgent need to focus on access, engagement and learning outcomes}, shorttitle = {{EdTech} for learners with disabilities}, url = {https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/}, abstract = {The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Singal, Nidhi and Lynch, Paul and Kaye, Tom and Francis, Gill}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2129771:AH422YBD 2405685:BZDFHTPM}, keywords = {\_EdTechHub\_Output, \_zenodoETH}, } @techreport{tauson_edtech_2018, title = {{EdTech} for learning in emergencies and displaced settings}, institution = {London: Save the Children UK}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:76WWBGAL 2129771:DL685ZJZ 2129771:QFUWKQGI}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Holy See VAT, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Qatar QAT, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{tauson_and_stannard_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf}, language = {en}, urldate = {2020-07-27}, journal = {Resource Centre}, author = {Tauson {and} Stannard}, year = {2018}, note = {Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2129771:X4JD275S}, } @misc{tauson_edtech_2018, title = {{EdTech} for learning in emergencies and  displaced settings: a rigorous review and narrative synthesis​}, publisher = {Save the Children}, author = {Tauson, M. and Stannard, L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XTKW9DG}, } @techreport{tauson_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf}, language = {en}, urldate = {2020-03-30}, institution = {Save The Children}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JF3ACTCW 2129771:U4CPIJ7M 2339240:FBAM53IG 2405685:KETBQUYZ 2486141:BGJS87F6 2486141:FWPJP34A}, } @techreport{tauson_edtech_2018, address = {UK}, title = {{EdTech} for learning in emergencies and displaced settings — a rigorous review and narrative synthesis}, url = {https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/edtech-learning.pdf}, institution = {Save the Children}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8GRKFFX 2405685:H2SWIIEB 2534378:WMLTBU37}, keywords = {IMPORT\_FROM\_DFID\_RITE, Important, Read, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate}, } @techreport{beoku-betts_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Blockchain} technology in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/94H68P58}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Kaye, Tom}, month = jul, year = {2022}, note = {10.53832/edtechhub.0101}, } @misc{noauthor_edtech_nodate, title = {{EdTech} {Hub}}, url = {https://edtechhub.org/}, language = {en-GB}, urldate = {2022-04-18}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 2129771:ZHDYM6ZG 2317526:S9XHKDEK}, } @misc{noauthor_edtech_nodate, title = {{EdTech} {Hub}}, url = {https://edtechhub.org/}, abstract = {EdTech Hub is a global research partnership. Our goal is to empower people by giving them the evidence they need to make decisions about technology in education.}, language = {en-US}, urldate = {2023-02-02}, journal = {EdTech Hub}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4534VSQK}, } @techreport{kucirkova_edtech_2023, title = {{EdTech} {Impact} {Evaluation} {Frameworks}: {Summary} 2023}, url = {https://static1.squarespace.com/static/62fc80ec4c86a26330d18835/t/651aafa362c10a6513e376b3/1696247723463/EdTech+Impact+Evaluation+Frameworks_WiKIT+2023.pdf}, urldate = {2023-10-25}, institution = {WikIT}, author = {Kucirkova, Natalia I. and Campbell, Janine and Cermakova, Anna Lindroos}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:TXTBER2C}, keywords = {Final\_citation, cited, existing}, } @techreport{walker_edtech_2023, title = {{EdTech} {Impact} in {Education} – {An} {Analysis} {Prepared} for the {Education} {Endowment} {Foundation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/4PD4PMAF}, language = {en}, institution = {OpenDevEd}, author = {Walker, Hannah and Moustafa, Nariman and Haßler, Björn}, month = jan, year = {2023}, doi = {10.53832/opendeved.0294}, note = {ZenodoArchiveID: 8276645 ZenodoArchiveConcept: 8276644 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8276551 10.53832/opendeved.0294 2129771:239QF99G 2129771:JR9QEAHC 2486141:L6EMMJAA}, keywords = {\_r:AddedByZotZen, \_r:AddedByZotZen-Plus, \_r:ImportedToMyEducationEvidence}, } @article{rodriguez-segura_edtech_2020, title = {{EdTech} in {Developing} {Countries}: {A} {Review} of the {Evidence}}, volume = {37}, issn = {1564-6971}, shorttitle = {{EdTech} in {Developing} {Countries}}, url = {https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011}, doi = {10.1093/wbro/lkab011}, abstract = {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.}, number = {2}, urldate = {2022-10-16}, journal = {World Bank Research Observer}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {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}, pages = {171--203}, } @article{rodriguez-segura_edtech_2020, title = {{EdTech} in {Developing} {Countries}: {A} {Review} of the {Evidence}}, volume = {37}, issn = {1564-6971}, shorttitle = {{EdTech} in {Developing} {Countries}}, url = {https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011}, doi = {10.1093/wbro/lkab011}, abstract = {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.}, number = {2}, urldate = {2022-10-16}, journal = {World Bank Research Observer}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {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}, pages = {171--203}, } @article{rodriguez-segura_edtech_2022, title = {{EdTech} in {Developing} {Countries}: {A} {Review} of the {Evidence}}, volume = {37}, issn = {0257-3032}, shorttitle = {{EdTech} in {Developing} {Countries}}, url = {https://doi.org/10.1093/wbro/lkab011}, doi = {10.1093/wbro/lkab011}, abstract = {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.}, number = {2}, urldate = {2023-07-19}, journal = {The World Bank Research Observer}, author = {Rodriguez-Segura, Daniel}, month = aug, year = {2022}, pages = {171--203}, } @techreport{khalayleh_edtech_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Country} {Scan}}, title = {{EdTech} in {Jordan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{EdTech} in {Jordan}}, url = {https://docs.edtechhub.org/lib/NB8YWJYP}, abstract = {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.}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, A. and Taddese, A.}, year = {2020}, doi = {10.5281/zenodo.3911128}, note = {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}, } @techreport{mullan_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Sierra} {Leone}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/C5MWWQI2}, abstract = {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 and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Mullan, Joel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0038}, note = {previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2129771:YRBISV4P 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY}, keywords = {C:Sierra Leone, LP: English, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @article{plaut_edtech_2020, title = {{EdTech} {Innovation} for {COVID}-19: {Insights} from our global call for ideas}, shorttitle = {{EdTech} {Innovation} for {COVID}-19}, url = {https://zenodo.org/record/4768571}, doi = {10.5281/zenodo.4768571}, abstract = {[No description available.]}, urldate = {2022-12-19}, author = {Plaut, Daniel and Carter, Alice and Dixon, Miranda and Salami, Taiye}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4768571 4804264:7UIKPD5M}, keywords = {Final\_citation, cited, existing}, } @techreport{hasler_edtech_2023, title = {{EdTech}, {Learning} and {Equity}: {The} {EdTech} {Hub} {Research} {Portfolio}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MBGNU7HP}, language = {en}, institution = {EdTechHub}, author = {Haßler, Björn and Wagner, Dan and Outhwaite, Laura}, month = nov, year = {2023}, doi = {10.53832/edtechhub.1000}, note = {ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{leanlab_education_edtech_nodate, title = {Edtech {Research} {Trends}}, url = {https://www.leanlabeducation.org/edtech-research-trends}, language = {en-US}, urldate = {2023-02-02}, author = {{Leanlab Education}}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, abstract = {By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90\% of children around the world,…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Nicolai, Susan and Haßler, Björn}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{batty_edtech_2019, title = {{EdTech} testbeds: {Models} for improving evidence}, language = {en}, author = {Batty, Richard}, year = {2019}, keywords = {⛔ No DOI found}, pages = {44}, } @techreport{batty_edtech_2019, title = {{EdTech} testbeds: {Models} for improving evidence}, url = {https://www.science-practice.com/teams/good-problems/projects/edtech-testbeds/edtech-testbeds-report.pdf}, language = {en}, author = {Batty, Richard and Wong, Andrea and Florescu, Ana and Sharples, Mike}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUB6MC2X 4426965:W7I4269E}, keywords = {Carmen}, pages = {44}, } @misc{zubairi_edtech_2021, title = {{EdTech} to {Reach} the {Most} {Marginalised}: {A} {Call} to {Action}}, shorttitle = {{EdTech} to {Reach} the {Most} {Marginalised}}, url = {http://www.ictworks.org/wp-content/uploads/2021/10/EdTech-Reach-Most-Marginalised.pdf}, urldate = {2023-11-08}, publisher = {EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V …}, author = {Zubairi, Asma and Kreimeia, Adam and Jefferies, Kate and Nicolai, Susan}, year = {2021}, } @misc{world_bank_edtech_nodate, type = {Text/{HTML}}, title = {{EdTech} {Toolkit} for {Remote} {Learning}}, url = {https://www.worldbank.org/en/topic/edutech/brief/edtech-toolkit-for-remote-learning}, abstract = {EdTech Toolkit for Remote Learning}, language = {en}, urldate = {2022-01-18}, journal = {World Bank}, author = {{World Bank}}, } @misc{noauthor_edtechevidenceexchange-educator-voices--research-use-currentpdf_nodate, title = {{EdTechEvidenceExchange}-{Educator}-{Voices}-on-{Research}-{Use}-{CURRENT}.pdf}, } @techreport{noauthor_educando_2022, title = {Educando en multi-emergencias: {Un} estudio cualitativo sobre el bienestar en docentes nicaragüenses}, copyright = {Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)}, url = {https://www.summaedu.org/wp-content/uploads/2022/09/Revista-KIX-LAC-Coloquio.pdf}, institution = {SUMMA - KIX LAC}, author = {, SUMMA}, year = {2022}, } @misc{noauthor_educata_nodate, title = {Educata {Ghana} 2020}, url = {https://educataghana.com/}, language = {en-US}, urldate = {2020-08-07}, note = {Library Catalog: educataghana.com KerkoCite.ItemAlsoKnownAs: 2129771:IDQTR2K3}, } @incollection{moustafa_education_2022, address = {Cham}, title = {Education 2.0: {A} {Vision} for {Educational} {Transformation} in {Egypt}}, isbn = {978-3-030-93950-2 978-3-030-93951-9}, shorttitle = {Education 2.0}, url = {https://link.springer.com/chapter/10.1007/978-3-030-93951-9_3}, abstract = {Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.}, language = {en}, urldate = {2022-06-08}, booktitle = {Education to {Build} {Back} {Better}: {What} {Can} {We} {Learn} from {Education} {Reform} for a {Post}-pandemic {World}}, publisher = {Springer International Publishing}, author = {Moustafa, Nariman and Elghamrawy, Ebtehal and King, Katherine and Hao, Yu (Claire) and Hao, Yu}, editor = {Reimers, Fernando M. and Amaechi, Uche and Banerji, Alysha and Wang, Margaret}, year = {2022}, doi = {10.1007/978-3-030-93951-9_3}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:AQJ8FK3E 2486141:BHDTC79I 2486141:E5VU7PVJ 2486141:EPFVK6ZQ 2486141:PIL76ZYK}, keywords = {Author:OpenDevEd}, pages = {51--74}, } @misc{unesco_education_2015, title = {Education 2030: {Incheon} {Declaration} and {Framework} for {Action} {Towards} inclusive and equitable quality education and lifelong learning for all}, shorttitle = {Education 2030}, url = {https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/}, abstract = {“The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all}, language = {en-GB}, urldate = {2022-12-15}, journal = {UNESCO IITE}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GAIVX42A}, keywords = {Final\_citation, cited, existing}, } @article{frau-meigs_education_2016, title = {Education 3.0 and {Internet} {Governance}: {A} new global alliance for children and young people’s sustainable digital development}, shorttitle = {Education 3.0 and {Internet} {Governance}}, url = {https://www.cigionline.org/sites/default/files/gcig_no27web_0.pdf}, urldate = {2024-03-01}, author = {Frau-Meigs, Divina and Hibbard, Lee}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JCL45VKS}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{pinnock_education_2010, title = {Education access for all}, number = {35}, journal = {Forced Migration Review}, author = {Pinnock, Helen and Hodgkin, Marian}, year = {2010}, note = {ISBN: 1460-9819 Publisher: Refugee Studies Centre, Oxford Department of International Development KerkoCite.ItemAlsoKnownAs: 2129771:YAKV94KT}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {34}, } @misc{government_of_nigeria_education_1985, title = {Education {Act} {Nº} 16 ({National} {Minimum} {Standards} and {Establishment} of {Institutions})}, language = {English}, urldate = {2018-12-16}, author = {{Government of Nigeria}}, year = {1985}, note = {UA-ca20c78d-58b1-4da3-a908-7196955689eb KerkoCite.ItemAlsoKnownAs: 2129771:LH2J4SEX 2317526:UN8NKBU9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, National Standards, publicImportV1}, } @misc{toyinbo_education_2023, title = {Education and climate change: {What} retrofits could make classroom environments more conducive to learning?}, shorttitle = {Education and climate change}, url = {https://www.ukfiet.org/2023/education-and-climate-change-what-retrofits-could-make-classroom-environments-more-conducive-to-learning/}, abstract = {To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort.}, language = {en-GB}, urldate = {2023-11-07}, journal = {The Education and Development Forum (UKFIET)}, author = {Toyinbo, Oluyemi and Villavicencio, Xuzel}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LEELGBV8 2486141:P3IXUQ6W}, } @techreport{toyinbo_education_2023, title = {Education and climate change – {What} retrofits could make classroom environments more conducive to learning?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/WSD6C5HV}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Toyinbo, Oluyemi and Villavicencio, Xuzel}, year = {2023}, doi = {10.53832/opendeved.0297}, note = {ZenodoArchiveID: 8392534 ZenodoArchiveConcept: 8392533 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0297 10.53832/opendeved.1014 2129771:WSD6C5HV}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{rachel_education_2020, title = {Education and {COVID}-19: {Focusing} on the long-term impact of school closures}, language = {en}, author = {Rachel, LINDEN}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M3WPQMC2}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {7}, } @article{fennell_education_2020, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, volume = {21}, issn = {1945-2829}, shorttitle = {Education and {Disability} in the {Global} {South}}, url = {https://doi.org/10.1080/19452829.2020.1827518}, doi = {10.1080/19452829.2020.1827518}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Human Development and Capabilities}, author = {Fennell, Shailaja}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2129771:PRNK94Y2 2339240:P8HDH8RQ 2405685:JXEIT6NT}, pages = {399--401}, } @book{singal_education_2018, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, isbn = {978-1-4742-9121-7}, shorttitle = {Education and {Disability} in the {Global} {South}}, abstract = {Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Singal, Nidhi and Lynch, Paul and Johansson, Shruti Taneja}, month = dec, year = {2018}, note = {Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:43YYLIJJ 2339240:DZELW96T 2405685:9MZNXBIX}, keywords = {Education / Educational Policy \& Reform / General, Education / Inclusive Education, Education / Special Education / General}, } @article{mosselson_education_2009, title = {Education and {Fragility}: {A} {Synthesis} of the {Literature}}, abstract = {The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.}, language = {en}, author = {Mosselson, Jacqueline and Wheaton, Wendy and Frisoli, Paul St John}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C766YHWY}, keywords = {⛔ No DOI found}, pages = {17}, } @book{mccowan_education_2021, title = {Education and {International} {Development}: {An} {Introduction}}, isbn = {978-1-350-11907-9}, shorttitle = {Education and {International} {Development}}, abstract = {Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {McCowan, Tristan and Unterhalter, Elaine}, month = aug, year = {2021}, note = {Google-Books-ID: ju85EAAAQBAJ}, keywords = {Education / Comparative, Education / Multicultural Education}, } @article{hassan_education_2020, title = {Education and {Management} {Engineering}}, volume = {10}, doi = {10.5815/ijeme.2020.05.03}, abstract = {The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.}, journal = {International Journal of Education and Management Engineering}, author = {Hassan, Malik and Mirza, Tabasum and Hussain, Mirza}, month = dec, year = {2020}, pages = {17--27}, } @article{millican_education_2021, title = {Education and {Stability} {Learning} {Journey}: {Lessons} {Learned} and {Emerging} {Issues}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Education and {Stability} {Learning} {Journey}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17118}, doi = {10.19088/K4D.2022.013}, abstract = {This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.}, language = {en\_US}, urldate = {2022-12-18}, author = {Millican, Juliet}, month = mar, year = {2021}, note = {Accepted: 2022-02-03T12:18:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.013 2129771:Y7Q8BLJS 4869029:NYZE9GI4}, } @article{millican_education_2019, title = {Education and {Stability}: {Synopsis} {Paper}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Education and {Stability}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14899}, abstract = {DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93\% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context.}, language = {en}, urldate = {2022-12-18}, author = {Millican, Juliet}, month = dec, year = {2019}, note = {Accepted: 2019-12-17T12:57:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:FN6C6AXA 4869029:RM3EQ2J8}, keywords = {⛔ No DOI found}, } @article{welland_education_2017, title = {Education and the electrification of rural schools}, url = {https://e4sv.org/wp-content/uploads/2017/05/TR13-Education-and-the-Electrification-of-Rural-Schools_web-1.pdf}, language = {en}, author = {Welland, Alicia}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:MVG89YRI}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{bangay_education_nodate, title = {Education, anthropogenic environmental change and sustainable development: {A} rudimentary framework and reflections on proposed causal pathways for positive change in low and lower middle-income countries}, shorttitle = {Education, anthropogenic environmental change and sustainable development}, journal = {Development Policy Review}, author = {Bangay, Colin}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:KSD4L4BL 4682641:92NLNTIW}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {e12615}, } @incollection{masaiti_education_2018, title = {Education as currently provided in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6055/Chapter%204.pdf?sequence=1}, urldate = {2023-12-05}, publisher = {UNZA Press}, author = {Masaiti, Gift}, year = {2018}, } @article{haider_education_2021, title = {Education, {Conflict}, and {Stability} in {South} {Sudan}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17020}, doi = {10.19088/K4D.2021.129}, abstract = {This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.}, language = {en}, urldate = {2022-12-18}, author = {Haider, Huma}, month = jul, year = {2021}, note = {Accepted: 2022-01-06T15:41:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.129 2129771:R5KU489X 4869029:YZQ3FEH3}, } @book{sseip_education_2020, title = {Education {Consortium} - {Sierra} {Leone} {Secondary} {Education} {Improvement} {Programme} ({SSEIP}) [zip]}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.opendeved.net/lib/KQEE3GAS}, abstract = {ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP).}, urldate = {2020-06-28}, author = {{SSEIP}}, month = apr, year = {2020}, doi = {10.5281/zenodo.3743296}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3743296 10.5281/zenodo.3743296 2129771:KQEE3GAS}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @techreport{lamba_education_2020, title = {Education continuity during the {Coronavirus} crisis: {Sierra} {Leone} and {Liberia} {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2021-10-11}, institution = {Rising Academy Network}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BQT46MPC 2339240:YUCXSRDK 2405685:U7GMEU2U}, keywords = {\_C:Sierra Leone SLE}, } @techreport{grid3_education_2020, title = {Education {Coverage} in {Sierra} {Leone}}, url = {https://grid3.org/publications/education-coverage-in-sierra-leone}, author = {{GRID3}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:982SWX54}, keywords = {\_C:Luxembourg LUX, \_C:Sierra Leone SLE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{mbsse_education_nodate, title = {Education {Data} {Dictionary}}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Education-Data-Dictionary.pdf}, urldate = {2021-03-10}, author = {{MBSSE}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4EY4MYPB}, } @book{harber_education_2012, title = {Education, {Democracy} and {Development}: does education contribute to democratisation in developing countries?}, isbn = {978-1-873927-71-7}, shorttitle = {Education, {Democracy} and {Development}}, abstract = {Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.}, language = {en}, publisher = {Symposium Books Ltd}, author = {Harber, Clive and Mncube, Vusi}, month = may, year = {2012}, note = {Google-Books-ID: 221tCQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:DDG4GY62 261495:QWRNN4FT}, } @article{jordan_education_2021, title = {Education during the {COVID}-19: crisis {Opportunities} and constraints of using {EdTech} in low-income countries}, volume = {21}, shorttitle = {Education during the {COVID}-19}, url = {https://revistas.um.es/red/article/view/453621}, doi = {10.6018/red.453621}, number = {65}, urldate = {2024-03-01}, journal = {Revista de Educación a Distancia (RED)}, author = {Jordan, Katy and David, Raluca and Phillips, Toby and Pellini, Arnaldo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 4804264:L7A85VTN}, keywords = {Final\_citation}, } @article{jordan_education_2021, title = {Education during the {COVID}-19 crisis {Opportunities} and constraints of using {EdTech} in low-income countries}, volume = {21}, copyright = {https://creativecommons.org/licenses/by-nc/4.0/}, doi = {10.6018/red.453621}, number = {65}, journal = {Revista de Educación a Distancia (RED)}, author = {Jordan, Katy and David, Raluca and Phillips, Toby and Pellini, Arnaldo}, month = sep, year = {2021}, note = {Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 2405685:IVHRNTQ7 2405685:L7Y5JD68}, keywords = {\_EdTechHub\_Output}, } @misc{government_of_grenada_education_2014, title = {Education ({Early} {Childhood} {Education} {Services}) {Regulations}}, url = {https://www.gov.gd/sites/hop/files/Acts-SROs/2014/S.R._O.%2024%20of%202014%20Education%20(Early%20Childhood%20Edcation%20Services)%20Reg.%202014.pdf}, urldate = {2021-03-08}, publisher = {Government of Grenada}, author = {{Government of Grenada}}, year = {2014}, keywords = {\_publish}, } @article{green_education_2003, title = {Education, {Equality} and {Social} {Cohesion}: {A} distributional approach}, volume = {33}, issn = {0305-7925}, shorttitle = {Education, {Equality} and {Social} {Cohesion}}, url = {https://doi.org/10.1080/0305792032000127757}, doi = {10.1080/0305792032000127757}, abstract = {Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.}, number = {4}, urldate = {2023-01-07}, journal = {Compare: A Journal of Comparative and International Education}, author = {GREEN, ANDY and PRESTON, JOHN and SABATES, RICARDO}, month = dec, year = {2003}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/0305792032000127757 KerkoCite.ItemAlsoKnownAs: 10.1080/0305792032000127757 2129771:5CZ7U3F6}, pages = {453--470}, } @techreport{green_education_2003, title = {Education, {Equity} and {Social} {Cohesion}: {A} {Distributional} {Model}. {Wider} {Benefits} of {Learning} {Research} {Report}}, shorttitle = {Education, {Equity} and {Social} {Cohesion}}, url = {https://eric.ed.gov/?id=ED478332}, abstract = {The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN)}, language = {en}, urldate = {2023-01-07}, institution = {The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds)}, author = {Green, Andy and Preston, John and Sabates, Ricardo}, month = mar, year = {2003}, note = {ISBN: 9781898453383 ERIC Number: ED478332 KerkoCite.ItemAlsoKnownAs: 2129771:QXD4QDIT}, keywords = {Access to Education, Comparative Education, Crime, Developed Nations, Educational Attainment, Educational Research, Equal Education, Foreign Countries, Literature Reviews, Models, Multivariate Analysis, Outcomes of Education, Research Methodology, Role of Education, Skill Development, Social Capital, Social Integration, Social Science Research, Sociology}, } @article{wolff_education_2002, title = {{EDUCATION}: {EXPERIENCE} {OF} {MEXICO} {AND} {BRAZIL}}, url = {http://woulibrary.wou.edu.my/weko/eed502/Chapter_10_Technologies_for_education.pdf}, language = {en}, journal = {Technologies for Education: Potentials, Parameters and Prospects}, author = {Wolff, Laurence and Castro, Claudio de Moura and Navarro, Juan Carlos and García, Norma}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BTXNHSGS}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {144 -- 152}, } @techreport{bend_education_2023, title = {Education {Finance} {Watch} 2023}, url = {https://policycommons.net/artifacts/6951221/education-finance-watch-2023-english/7861178/}, urldate = {2024-02-29}, author = {Bend, May and Hu, Yitong and Pan, Yilin and Patrinos, Harry Anthony and Poulsen, Thomas and Rivera-Olvera, Angelica and Tanaka, Nobuyuki and Antoninis, Manos and Murakami, Yuki and Benveniste, Luis}, year = {2023}, note = {Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 4804264:PKCWD2GS}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{benavot_education_2015, title = {Education for {All} 2000–2015: {Review} and perspectives}, volume = {38}, shorttitle = {Education for {All} 2000–2015}, url = {https://www.pedocs.de/frontdoor.php?source_opus=14014}, number = {2}, urldate = {2023-11-08}, journal = {ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik}, author = {Benavot, Aaron and Antoninis, Manos and Bella, Nicole and Delprato, Marcos and Härmä, Joanna and Jere, Catherine and Joshi, Priyadarshani and Köseleci Blanchy, Nihan and Longlands, Helen and McWilliam, Alasdair}, year = {2015}, keywords = {⛔ No DOI found}, pages = {10--15}, } @incollection{mundy_education_2016, edition = {1}, title = {Education for {All} 2000–2015: {The} {Influence} of {Global} {Interventions} and {Aid} on {EFA} {Achievements}}, isbn = {978-1-118-46805-0 978-1-118-46800-5}, shorttitle = {Education for {All} 2000–2015}, url = {https://onlinelibrary.wiley.com/doi/10.1002/9781118468005.ch13}, language = {en}, urldate = {2023-11-08}, booktitle = {The {Handbook} of {Global} {Education} {Policy}}, publisher = {Wiley}, author = {Benavot, Aaron and Antoninis, Manos and Bella, Nicole and Delprato, Marcos and Härmä, Joanna and Jere, Catherine and Joshi, Priyadarshani and Blanchy, Nihan Koseleci and Longlands, Helen and McWilliam, Alasdair and Zubairi, Asma}, editor = {Mundy, Karen and Green, Andy and Lingard, Bob and Verger, Antoni}, month = apr, year = {2016}, doi = {10.1002/9781118468005.ch13}, pages = {241--258}, } @phdthesis{waziri_education_2020, type = {{PhD} {Thesis}}, title = {Education for {All}? {Complex} solutions to complex problems in the {Nigerian} education sector}, shorttitle = {Education for {All}?}, url = {https://www.repository.cam.ac.uk/items/4c1021f5-3aaf-480a-9bd0-7fa09019a6cb}, urldate = {2023-10-30}, author = {Waziri, Nafisa}, year = {2020}, } @techreport{chebib_education_2020, address = {London}, title = {Education for all in the time of {COVID}-19: how {EdTech} can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-05-10}, institution = {GSMA}, author = {Chebib, Kinda}, collaborator = {Sharma, Akanksha and Ajadi, Sam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M}, } @book{alexander_education_2008, address = {Brighton}, title = {Education for all, the quality imperative and the problem of pedagogy}, isbn = {0-901881-25-2 978-0-901881-25-0}, language = {English}, publisher = {CREATE - Consortium for Research on Educational Access, Transitions \& Equity, University of Sussex}, author = {Alexander, Robin J}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UYV82YTS 261495:T4IV7TN2}, } @article{thompson_education_2017, title = {Education for {Children} with {Disabilities}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13091}, abstract = {This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted.}, language = {en}, urldate = {2022-12-18}, author = {Thompson, Stephen}, month = may, year = {2017}, note = {Accepted: 2017-07-14T15:07:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:S64CMY8R 4869029:ESPPLNZ6}, keywords = {⛔ No DOI found}, } @article{tikly_education_2019, title = {Education for sustainable development in {Africa}: a critique of regional agendas}, volume = {20}, issn = {1598-1037, 1876-407X}, shorttitle = {Education for sustainable development in {Africa}}, url = {http://link.springer.com/10.1007/s12564-019-09600-5}, doi = {10.1007/s12564-019-09600-5}, language = {en}, number = {2}, urldate = {2022-12-25}, journal = {Asia Pacific Education Review}, author = {Tikly, Leon}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2129771:9REQDVU6}, pages = {223--237}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education – {Act} one}, shorttitle = {Education for the most marginalised post-{COVID}-19}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CBIEXT7M 4804264:TQY76BUB}, keywords = {Final\_citation, cited, existing}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, shorttitle = {Education for the most marginalised post‑{COVID}-19}, language = {en}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:AAXNS6HK}, keywords = {Final\_citation, cited, existing}, pages = {118}, } @article{sims_education_2021, title = {Education, {Girls}’ {Education} and {Climate} {Change}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16523}, doi = {10.19088/K4D.2021.044}, abstract = {This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.}, language = {en}, urldate = {2022-12-18}, author = {Sims, Kate}, month = mar, year = {2021}, note = {Accepted: 2021-03-30T14:03:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:WC8R9AP9 4869029:ZUNX28FC}, } @article{duflo_education_2015, title = {Education, {HIV}, and {Early} {Fertility}: {Experimental} {Evidence} from {Kenya}.}, volume = {105}, url = {https://doi.org/10.1257/aer.20121607}, doi = {10.1257/aer.20121607}, journal = {The American Economic Review}, author = {Duflo, E. and Dupas, P. and Kremer, M.}, year = {2015}, pages = {2757--97}, } @phdthesis{lameu_education_2017, type = {{PhD} {Thesis}}, title = {Education {ICT} assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces}, shorttitle = {Education {ICT} assemblage}, school = {University of Birmingham}, author = {Lameu, Paula Cristina}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:F87U5UCI}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Korea, Republic KOR, \_C:New Zealand NZL, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{evans_education_2021, title = {Education in {Africa}: {What} {Are} {We} {Learning}? [journal paper]}, volume = {30}, issn = {0963-8024}, shorttitle = {Education in {Africa}}, url = {https://doi.org/10.1093/jae/ejaa009}, doi = {10.1093/jae/ejaa009}, abstract = {Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64\% of the studies evaluate government-implemented programs, 36\% include detailed cost analysis and 35\% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, number = {1}, urldate = {2022-04-05}, journal = {Journal of African Economies}, author = {Evans, David K and Mendez Acosta, Amina}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2129771:6ZQ7Y9II}, keywords = {\_genre:LR-literature\_review}, pages = {13--54}, } @article{evans_education_2020, title = {Education in {Africa}: {What} {Are} {We} {Learning}? [preprint]}, url = {https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf}, abstract = {Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, author = {Evans, David and Acosta, Amina Mendez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2QDW8DPS 2339240:I9QLRLND 2405685:BUVF2SY4}, keywords = {⛔ No DOI found}, pages = {101}, } @techreport{dahya_education_2016, title = {Education in {Conflict} and {Crisis}: {How} {Can} {Technology} {Make} a {Difference}? {A} {Landscape} {Review}.}, url = {https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf}, institution = {GIZ}, author = {Dahya, N.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EWUA37L 4804264:YLWFHGKK}, keywords = {Final\_citation, cited, existing}, } @techreport{dahya_education_2016, title = {Education in {Conflict} and {Crisis}: {How} {Can} {Technology} {Make} a {Difference}? {A} {Landscape} {Review}}, shorttitle = {Education in {Conflict} and {Crisis}}, url = {https://inee.org/sites/default/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf}, institution = {GIZ}, author = {Dahya, Negin}, year = {2016}, note = {Publisher: Deutsche Nationalbibliothek KerkoCite.ItemAlsoKnownAs: 2129771:I5JXL2XV}, keywords = {⛔ No DOI found}, } @techreport{mitchell_education_2020, title = {Education in {Emergencies}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Education in {Emergencies}}, institution = {EdTech Hub}, author = {Mitchell, Joel and Ashlee, Amy and Clericetti, Giulia and Gladwell, Jessica and Torrance, Rebecca}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZS3E4JTC}, keywords = {Final\_citation, cited, existing}, } @techreport{sankoh_education_2016, title = {Education in {Emergencies} {Endline} {Evaluation} {Report} – {Sierra} {Leone}}, institution = {Girls' Education Challenge, UK Aid}, author = {Sankoh, Didan and Cowan, Emma}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TCAM9TMU 2405685:G2I2A3Y5}, keywords = {\_C:Sierra Leone SLE}, } @article{shotte_education_2017, title = {{EDUCATION} {IN} {POST}-{FEDERATION} {MONTSERRAT}: {REFLECTIONS}, {INTROSPECTIONS} {AND} {PROPOSITIONS}}, shorttitle = {{EDUCATION} {IN} {POST}-{FEDERATION} {MONTSERRAT}}, journal = {The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2}, author = {SHOTTE, GERTRUDE}, year = {2017}, note = {Publisher: Cambridge Scholars Publishing KerkoCite.ItemAlsoKnownAs: 2129771:PE635T9Q}, keywords = {⛔ No DOI found}, pages = {79}, } @misc{noauthor_education_nodate, title = {Education in {Tanzania}: {From} {Good} {Intentions} to {Lasting} {Impact} {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/node/153}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:882WNJS5}, } @article{muller_education_nodate, title = {Education in times of crisis: {The} potential implications of school closures for teachers and students}, language = {en}, author = {Müller, Lisa-Maria and Goldenberg, Gemma}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LHWKTJB6}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {62}, } @book{masaiti_education_2018, title = {Education in {Zambia} at fifty years of independence and beyond: history, current status and contemporary issues.}, shorttitle = {Education in {Zambia} at fifty years of independence and beyond}, url = {http://dspace.unza.zm/handle/123456789/6098}, urldate = {2023-12-05}, publisher = {Unza Press}, author = {Masaiti, Gift}, year = {2018}, } @misc{peralta_education_nodate, title = {Education in {Zimbabwe}}, author = {{Peralta}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DU4PH5L2 4502395:6VNMFF5T}, } @misc{alphagrid_education_nodate, title = {Education is having its ‘{Netflix}’ moment as a result of the coronavirus pandemic}, url = {./education-is-having-its-netflix-moment-as-a-result-of-the-coronavirus-pandemic.html}, abstract = {Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic}, urldate = {2020-09-04}, author = {“Alphagrid”}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6DRAWPKM}, } @article{moehrd_education_2016, title = {Education {Matters}}, url = {http://www.education.gov.dm/images/documents/education_matters/26016_MOE_Education_Matters_2016.pdf}, urldate = {2020-11-10}, journal = {Ministry of Education and Human Resource Development - Education Matters}, author = {{MoEHRD}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97PCWCWU 2486141:MLED9R8A}, } @misc{noauthor_education_nodate, title = {Education {National} {Minimum} {Standards} and {Establishment} of {Institutions} {Act} {No}. 16}, url = {http://www.lawnigeria.com/LFN/E/Education%28National-Minimum-Standards-and-Establishment-of-Institutions%29Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JQN4DFQC}, } @techreport{plan_international_education_2016, title = {Education {Needs} {Assessment} {Report} - {Sierra} {Leone}}, author = {Plan International}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TU5FBQUH 2405685:FPBLY982 2486141:T8M7TVMD}, keywords = {\_C:Sierra Leone SLE}, } @article{singal_education_2019, title = {Education of {Children} with {Disabilities} in the {South} {Asian} {Context}}, journal = {Handbook of Education Systems in South Asia}, author = {Singal, Nidhi}, year = {2019}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:8LF7QHHD 503888:5QD52FHI}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{milliken_education_2020, title = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}: {Ethnic} {Separation}, {Cultural} {Encapsulation} and {Community} {Cross}-{Over}}, volume = {68}, issn = {0007-1005}, shorttitle = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}}, url = {https://doi.org/10.1080/00071005.2019.1666083}, doi = {10.1080/00071005.2019.1666083}, abstract = {Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.}, number = {2}, urldate = {2021-03-07}, journal = {British Journal of Educational Studies}, author = {Milliken, Matthew and Bates, Jessica and Smith, Alan}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2019.1666083}, keywords = {Northern Ireland, \_C:Ireland IRL, \_C:Poland POL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, community division, cultural encapsulation, post-conflict education, teacher identity}, pages = {139--160}, } @misc{government_of_nigeria_education_nodate, title = {Education {Programmes}}, url = {https://nigeria.gov.ng/programs-initiatives/education/}, urldate = {2020-05-27}, author = {Government of Nigeria}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WAA4D97G 2317526:JZ2CT8RV}, } @misc{sally_weale_education_2021, title = {Education recovery chief quits in {English} schools catch-up row}, url = {http://www.theguardian.com/politics/2021/jun/02/education-recovery-chief-kevan-collins-quit-english-schools-catch-up-row}, abstract = {Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package}, language = {en}, urldate = {2021-06-04}, journal = {the Guardian}, author = {{Sally Weale}}, month = jun, year = {2021}, note = {Section: Politics}, } @inproceedings{adesina_education_2022, title = {Education research designed for uptake: {Co}-constructing an actionable research agenda for {Education} {Research} in {Conflict} and {Protracted}-{Crisis} ({ERICC}}, language = {en}, booktitle = {Paper {Presentation}. 67th {Annual} {Meeting} of the {Comparative} and {International} {Education} {Society} ({CIES}}, author = {Adesina, Adedoyin and Akogun, Oladele B}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AL5CGB5F 2129771:ATE7ACAD 2129771:PT58Q3KX 2129771:ZESC7H7L 2486141:3BA3KCLA 2486141:74C5F4V2}, keywords = {⛔ No DOI found}, } @techreport{akogun_education_2022, type = {Nigeria country scan report – {Technical} {Report}}, title = {Education research in conflict and protracted crisis}, language = {en}, author = {Akogun, O. and Adesina, A. and Watts, M.}, year = {2022}, } @techreport{akogun_education_2022, type = {Nigeria country scan report – {Technical} {Report}}, title = {Education research in conflict and protracted crisis}, language = {en}, author = {Akogun, O. and Adesina, Adedoyin and Watts, M.}, year = {2022}, } @techreport{akogun_education_2023, title = {Education research in conflict and protracted crisis – {Research} {Agenda} – {Report}}, author = {Akogun, O. and Diazgranados Ferrans, S. and Njobdi, S. and Adesina, Adedoyin}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AAZ2GTYN 2129771:KKXHMTVX 2486141:PZELCDG7}, } @article{mitchell_education_2020, title = {Education research in sub-{Saharan} {Africa}: {Quality}, visibility, and agendas}, volume = {64}, shorttitle = {Education research in sub-{Saharan} {Africa}}, doi = {10.1086/709428}, number = {3}, journal = {Comparative Education Review}, author = {Mitchell, Rafael and Rose, Pauline and Asare, Samuel}, year = {2020}, note = {Publisher: The University of Chicago Press Chicago, IL}, pages = {363--383}, } @techreport{unicef_education_2020, address = {Dakar}, title = {Education {Sector} {Analysis} of the {Republic} of {Sierra} {Leone}, {Assessing} the enabling environment for gender equality}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375434/PDF/375434eng.pdf.multi}, urldate = {2021-04-19}, institution = {UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3TVHD2G 2486141:VIFDXZEG}, } @techreport{vijil-morin_education_2023, title = {Education {Sector} {Contingency} {Plan}: {Guidelines} and {Templates}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/A24E5AEX}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = nov, year = {2023}, doi = {10.53832/opendeved.1047}, note = {ZenodoArchiveID: 10264102 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1047 ZenodoArchiveConcept: 10264101}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_education_2023, title = {Education {Sector} {Contingency} {Plan}: {Guidelines} and {Templates}}, shorttitle = {Education {Sector} {Contingency} {Plan}}, url = {https://docs.opendeved.net/lib/A24E5AEX}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = nov, year = {2023}, doi = {10.53832/opendeved.1047}, } @techreport{vijil_morin_education_2022, title = {Education {Sector} {Diagnosis} - {School} safety assessment for six {CDEMA} {Member} {States}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/JSB9CSW7}, language = {en}, institution = {OpenDevEd}, author = {Vijil Morin, Alejandra and Villavicencio Peralta, Xuzel Ana and Sheldon, Ayeisha and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/opendeved.0282}, note = {ZenodoArchiveID: 6670339 ZenodoArchiveConcept: 6670338 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0282 2129771:JSB9CSW7}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_education_2018, title = {Education {Sector} {Plan} 2018-2020}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4PRIBRQ2 2405685:24PRFKEK}, } @techreport{moest_education_2017, title = {Education {Sector} {Plan} (2018-2020)}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-esp.pdf}, urldate = {2020-07-15}, author = {MOEST}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L3KM6UKJ 2129771:UKB8W53E 2486141:696Z5KK3 2486141:Q25QEXVQ}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education {Sector} {Plan}, 2018-2020: {Getting} {It} {Right} – {Service} {Delivery}, {Integrity} and {Learning} in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QDLHI3WH 2339240:AIISD4KD 2405685:DFHS5ZVL}, keywords = {\_C:Sierra Leone SLE}, } @techreport{oecs_education_2013, title = {Education sector strategy, 2012-2021}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/oecs-education-sector-strategy-2012-2021.pdf}, urldate = {2020-07-25}, author = {{OECS}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2K93ZUJW}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, author = {Sengeh, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GWGDR5N4 2339240:Y5AL4GBH 2405685:CL5T3HVF}, keywords = {\_C:Sierra Leone SLE}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {Education service transformation in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, abstract = {As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.}, language = {en}, urldate = {2020-12-16}, author = {Sengeh, David Moinina}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EFIQDYW2 2339240:DE8NBSA7 2405685:TJT9ZI8V}, keywords = {\_C:Sierra Leone SLE}, } @article{mooya_education_2021, title = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}: {What} do {Teachers} {Think}?}, volume = {4}, shorttitle = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}}, url = {https://engineering.unza.zm/index.php/mjlsse/article/view/603}, number = {1}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mooya, Eugine and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {90--113}, } @misc{noauthor_education_nodate, title = {Education {Statistical} {Digest} of {SVG} 2013-14\_web.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H2WC9C59}, } @misc{noauthor_education_nodate, title = {Education {Statistical} {Digest} of {SVG} 2016-17.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4DKTFINF}, } @article{government_of_ethiopia_education_2011, title = {Education {Statistics} {Annual} {Abstract}}, url = {http://www.moe.gov.et/documents/20182/23015/Education+Statistics+Annual+Abstract/993180be-b6a2-44d3-9353-71b468be46dd}, language = {English}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9UCN9LNT 2317526:RAVWXKPC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, publicImportV1}, } @article{newman_education_2021, title = {Education {Systems} for {Girls}’ {Education} in the {Indo}-{Pacific} {Region}}, copyright = {CC0 1.0 Universal}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16833}, doi = {10.19088/K4D.2021.114}, abstract = {Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.}, language = {en}, urldate = {2022-12-18}, author = {Newman, Lorenzo and Pelosi, Alice and Zino, Giovanni and Crespi, Silvia and Gordon, Rebecca}, month = sep, year = {2021}, note = {Accepted: 2021-09-08T10:32:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.114 2129771:C76A4PKM 4869029:UWNCAT3B}, } @techreport{escueta_education_2017, address = {Cambridge, MA}, title = {Education {Technology}: {An} {Evidence}-{Based} {Review}}, shorttitle = {Education {Technology}}, url = {http://www.nber.org/papers/w23744.pdf}, abstract = {In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.}, language = {en}, number = {w23744}, urldate = {2022-12-19}, institution = {National Bureau of Economic Research}, author = {Escueta, Maya and Quan, Vincent and Nickow, Andre Joshua and Oreopoulos, Philip}, month = aug, year = {2017}, doi = {10.3386/w23744}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 4804264:ZT9I3M27}, keywords = {Final\_citation, cited, existing}, pages = {w23744}, } @article{escueta_education_2017, title = {Education {Technology}: {An} {Evidence}-{Based} {Review}.}, volume = {23744}, url = {http://www.nber.org/papers/w23744.pdf}, journal = {NBER Working Paper}, author = {Escueta, Maya and Quan, Vincent and Nickow, Andre Joshua and Oreopoulos, Philip}, year = {2017}, keywords = {⛔ No DOI found}, } @techreport{escueta_education_2017, address = {Cambridge, MA}, title = {Education {Technology}: {An} {Evidence}-{Based} {Review}}, shorttitle = {Education {Technology}}, url = {http://www.nber.org/papers/w23744.pdf}, abstract = {In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.}, language = {en}, number = {w23744}, urldate = {2022-12-19}, institution = {National Bureau of Economic Research}, author = {Escueta, Maya and Quan, Vincent and Nickow, Andre Joshua and Oreopoulos, Philip}, month = aug, year = {2017}, doi = {10.3386/w23744}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2129771:YGXG8JWD 4426965:UYMB4RTW 4804264:ZT9I3M27}, pages = {w23744}, } @misc{noauthor_education_nodate, title = {Education {Technology} for {Effective} {Teachers}}, url = {https://www.cgdev.org/publication/education-technology-effective-teachers}, abstract = {Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.}, language = {en}, urldate = {2021-07-07}, journal = {Center For Global Development}, } @article{evans_education_2021, title = {Education {Technology} for {Effective} {Teachers}}, doi = {10.1596/35079}, author = {Evans, David K.}, year = {2021}, note = {Publisher: World Bank, Washington, DC}, } @techreport{rodriguez-segura_education_2020, title = {Education technology in developing countries: {A} systematic review}, url = {https://www.curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf}, author = {Rodriguez-Segura, D}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IIM2UEGJ}, keywords = {\_genre:LR-literature\_review}, } @techreport{hollow_education_2016, title = {Education {Technology} {Map}: {Guidance} {Document}}, shorttitle = {Education {Technology} {Map}}, language = {en}, institution = {Jigsaw Consult}, author = {Hollow, D. and Muyoya, C. and Brugha, M.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:LERCBKJY}, keywords = {Final\_citation, cited, existing}, } @techreport{muyoya_education_2016, address = {United Kingdom}, title = {Education {Technology} {Map}: {Guidance} {Document}}, institution = {Jigsaw Consult}, author = {Muyoya, Chisenga and Brugha, Meaghan and Hollow, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PFQGZVLS 261495:EJ7V78X3}, } @techreport{noauthor_education_nodate, title = {Education {Technology} {Market} {Size} \& {Share} {Report}, 2030}, url = {https://www.grandviewresearch.com/industry-analysis/education-technology-market}, abstract = {The global education technology market size was valued at USD 142.37 billion in 2023 and is expected to grow at a compound annual growth rate (CAGR) of 13.6\% from 2023 to 2030}, language = {en}, urldate = {2024-02-29}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:D5C7VWGH}, keywords = {Final\_citation}, } @misc{noauthor_education_nodate, title = {Education to {Build} {Back} {Better} {\textbar} {SpringerLink}}, url = {https://link.springer.com/book/9783030939502}, urldate = {2022-01-20}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Costed} {Options} {Paper}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSJCUVG2}, keywords = {\_C:Sierra Leone SLE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {29}, } @techreport{education_commission_education_2020, title = {Education {Workforce} {Initiative}: {Sierra} {Leone}}, author = {Education Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L43YHEKI 2601447:2N45I2BU 4556019:K5E7QGU8}, } @article{mackintosh_education_nodate, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KJBKRJHJ 4556019:MCH59CS3}, keywords = {\_yl:e, ⛔ No DOI found}, pages = {32}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {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}, pages = {32}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IV26KZP6 2601447:YEE5ED32 4556019:CKJFZ4XX}, keywords = {\_yl:d}, pages = {32}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, language = {en}, urldate = {2021-01-30}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {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}, pages = {32}, } @article{mackintosh_education_2020, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, author = {Mackintosh, Alasdair and Ramírez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 4556019:S8AD6237}, keywords = {\_yl:b, ⛔ No DOI found}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, language = {en}, number = {2}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {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}, pages = {31}, } @article{mackintosh_education_2020, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, language = {en}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 4556019:S386467K}, keywords = {\_yl:a, ⛔ No DOI found}, pages = {31}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TX9AQNGV 2486141:LT3RDHM5}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, language = {en}, number = {3}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {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}, pages = {41}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, author = {Mackintosh, Alasdair and Ramirez, Ana and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W6L9HMLM 2486141:Z5XKF8WG}, } @article{winchester_educational_2022, title = {Educational attainment gap: {Regional} disparities}, shorttitle = {Educational attainment gap}, url = {https://lordslibrary.parliament.uk/educational-attainment-gap-regional-disparities/}, abstract = {Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results.}, language = {en-GB}, urldate = {2023-11-03}, author = {Winchester, Nicole}, month = sep, year = {2022}, keywords = {⛔ No DOI found}, } @article{akkose_educational_2021, title = {Educational building retrofit under climate change and urban heat island effect}, volume = {40}, issn = {2352-7102}, url = {https://www.sciencedirect.com/science/article/pii/S2352710221001509}, doi = {10.1016/j.jobe.2021.102294}, abstract = {Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC\&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC\&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC\&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50\% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.}, urldate = {2024-03-14}, journal = {Journal of Building Engineering}, author = {Akkose, Gizem and Meral Akgul, Cagla and Dino, Ipek Gursel}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102294 2129771:Z63QZFRM 2486141:KJ7D7CVS}, keywords = {Climate change, Educational building, Energy efficiency, Retrofit, Thermal comfort, Urban heat island}, pages = {102294}, } @misc{noauthor_educational_nodate, title = {Educational {Correspondence} {Colleges} {Accreditation} {Act} {No}. 32}, url = {http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LFGE378A}, } @misc{government_of_nigeria_educational_1987, title = {Educational {Correspondence} {Colleges} {Accreditation} {Act} {Nº} 32, 1987}, url = {http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php}, urldate = {2018-12-16}, author = {{Government of Nigeria}}, year = {1987}, note = {UA-0b53f034-401d-4807-b887-e7b9b8d2cc35 KerkoCite.ItemAlsoKnownAs: 2129771:WDYE26N6 2317526:YZLGHJKY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @incollection{mckenney_educational_2013, address = {New York}, edition = {4}, title = {Educational design research}, url = {https://www.researchgate.net/publication/265092587_Educational_Design_Research}, abstract = {Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.}, booktitle = {Handbook of research on educational communications and technology}, publisher = {Springer-Verlag}, author = {McKenney, Susan and Reeves, Thomas C.}, editor = {Spector, Michael and Merrill, David M. and Elen, Jan and Bishop, M. J.}, month = may, year = {2013}, doi = {10.1007/978-1-4614-3185-5_11}, note = {Journal Abbreviation: Handbook of Research on Educational Communications and Technology: Fourth Edition KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-3185-5\_11 2405685:2BJ2F495 2534378:G5GRRNAJ}, pages = {131--140}, } @article{blanden_educational_2004, title = {Educational inequality and the expansion of {UK} higher education}, volume = {51}, issn = {1467-9485}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0036-9292.2004.00304.x}, doi = {10.1111/j.0036-9292.2004.00304.x}, abstract = {In this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non-parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence.}, language = {en}, number = {2}, journal = {Scottish Journal of Political Economy}, author = {Blanden, Jo and Machin, Stephen}, year = {2004}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:9SHPDK5M 2129771:YRNPRTC6}, pages = {230--249}, } @article{bebell_educational_2010, title = {Educational outcomes and research from 1:1 computing settings}, volume = {9}, shorttitle = {Educational outcomes and research from 1:1 computing settings}, url = {http://www.jtla.org}, abstract = {Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.}, number = {1}, journal = {Journal of Technology, Learning, and Assessment}, author = {Bebell, D. and O'Dwyer, L. M.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2129771:WIDK946U 257089:3I5Z72DX 261495:NG9MQG3U}, keywords = {⛔ No DOI found}, pages = {5--13}, } @book{harbison_educational_1992, address = {New York}, title = {Educational performance of the poor: {Lessons} from rural {Northeast} {Brazil}}, publisher = {Oxford University Press}, author = {Harbison, R. and Hanushek, E.A.}, year = {1992}, } @article{kadzamira_educational_2001, title = {Educational policy choice and policy practice in {Malawi}: {Dilemmas} and disjunctures}, shorttitle = {Educational policy choice and policy practice in {Malawi}}, author = {Kadzamira, Esme and Rose, Pauline}, year = {2001}, note = {Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:S6YKWTTN 4752638:53LBC3MR 4752638:6PPFZS7J 4752638:826GKNQX 4752638:9L3QQLDQ 4752638:I95TL9VC 4752638:ICPVC8TA 4752638:IEPPH4H6 4752638:KLKVCBQN 4752638:NQMW2YUN 4752638:TWNHY5JX 4752638:TXGUAYVI 4752638:UDAGZB56}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{williamson_educational_2009, title = {Educational reform, enquiry‐based learning and the re‐professionalisation of teachers}, volume = {20}, issn = {0958-5176, 1469-3704}, url = {https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers}, doi = {10.1080/09585170903195894}, language = {en}, number = {3}, urldate = {2021-05-31}, journal = {The Curriculum Journal}, author = {Williamson, Ben and Morgan, John}, month = sep, year = {2009}, note = {Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX}, pages = {287--304}, } @article{forde_educational_1999, title = {Educational reform in the {OECS} countries}, journal = {Educational Reform in the Commonwealth Caribbean}, author = {Forde, George}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E93R22DL}, keywords = {⛔ No DOI found}, pages = {255--289}, } @misc{noauthor_educational_nodate, title = {Educational {Research} {Network} for {West} and {Central} {Africa} {\textbar} {Home}}, url = {http://www.ernwaca.org/web/}, urldate = {2018-11-28}, note = {UA-9c8aadb5-273b-4f7b-b15c-814e738c6720 KerkoCite.ItemAlsoKnownAs: 2129771:B2C4NZDA 2317526:6A8IVWIX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Benin, CC:Cameroun, CC:Congo, CC:Gambia, CC:Ghana, CC:Guinée, CC:Ivory Coast, CC:Mali, CC:Nigeria, CC:Senegal, CC:Sierra Leone, Networks, Togo, publicImportV1}, } @article{xu_educational_2018, title = {Educational {Resource} {Management} {System} {Based} on {JSP} {Technology}}, volume = {18}, number = {6}, journal = {Educational Sciences: Theory \& Practice}, author = {Xu, Qin and Zhou, Zhongli and Yang, Dexiang}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TW3ALC6D}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, doi = {10.1080/00131911.2022.2035685}, number = {0}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 4804264:QXLBRG3Y}, keywords = {Final\_citation, cited, existing}, pages = {1--27}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, url = {https://doi.org/10.1080/00131911.2022.2035685}, doi = {10.1080/00131911.2022.2035685}, abstract = {Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.}, number = {0}, urldate = {2022-04-05}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2129771:DBTMM7U4}, keywords = {Educational technology, \_genre:LR-literature\_review, assistive technology, disability, inclusive education, low- and middle-income countries, primary education}, pages = {1--27}, } @article{samsonova_educational_2020, title = {Educational technology in {Abu} {Dhabi} public schools: teaching with interactive whiteboards ({IWBs})}, shorttitle = {Educational technology in {Abu} {Dhabi} public schools}, author = {Samsonova, Olga}, year = {2020}, note = {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}, } @misc{noauthor_educational_nodate, title = {Educational {Technology} {Rapid} {Cycle} {Evaluations}}, url = {https://tech.ed.gov/rce/}, abstract = {With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]}, language = {en-US}, urldate = {2023-02-02}, journal = {Office of Educational Technology}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZMZLJAD7}, } @misc{usa_department_of_eduction_educational_2022, title = {Educational {Technology} {Rapid} {Cycle} {Evaluations}}, url = {https://tech.ed.gov/rce/}, abstract = {With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]}, language = {en-US}, urldate = {2023-01-26}, journal = {Office of Educational Technology}, author = {USA Department of Eduction}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B2UW6JVK 4426965:C42WY8Z8}, } @article{bozkurt_educational_2020, title = {Educational {Technology} {Research} {Patterns} in the {Realm} of the {Digital} {Knowledge} {Age}}, volume = {2020}, issn = {1365-893X}, url = {https://jime.open.ac.uk/articles/10.5334/jime.570}, doi = {10.5334/jime.570}, abstract = {Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.}, language = {en-US}, number = {1}, urldate = {2024-01-26}, journal = {Journal of Interactive Media in Education}, author = {Bozkurt, Aras}, month = sep, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.570 4804264:7QUZP3LR 4804264:NUKARZRG}, keywords = {Final\_citation, anystyle, existing}, pages = {1--17}, } @incollection{kaye_educational_2020, edition = {1}, title = {Educational {Technology} to {Improve} {Capacity} – {Integrating} {Adaptive} {Education} {Programmes} in {Public} {School} in {Kenya}}, isbn = {978-0-429-34485-5}, url = {https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9}, language = {en}, urldate = {2021-04-08}, booktitle = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform}}, publisher = {Routledge}, author = {Kaye, Tom}, editor = {Ehren, Melanie and Baxter, Jacqueline}, collaborator = {Ehren, Melanie and Baxter, Jacqueline}, month = dec, year = {2020}, doi = {10.4324/9780429344855-9}, pages = {182--200}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Chile CHL, \_C:Congo XCO, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Haiti HTI, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://oro.open.ac.uk/41070/}, urldate = {2014-10-20}, institution = {Health and Education Advice Resource Team}, author = {Power, Tom and Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 4804264:ZAQ53EJ6}, keywords = {CitedIn:OER4Schools-HHH3, Final\_citation, Important, cited, existing, lit review}, } @techreport{watson_educational_2020, title = {Educational {Television}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Educational {Television}}, language = {en}, institution = {EdTech Hub}, author = {Watson, Joe and McIntyre, Nora}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:3VSCHPVK}, keywords = {Final\_citation, cited, existing}, } @techreport{youngblut_educational_1998, title = {Educational {Uses} of {Virtual} {Reality} {Technology}.}, url = {https://apps.dtic.mil/sti/citations/ADA339438}, abstract = {The potential of VR technology tor supporting education is widely recognized. It has already seen practical use in an estimated 20 or more public schools and colleges, and many more have been involved in evaluation or research efforts. This document reviews current efforts that are developing, evaluating, or using VR technology in education. It builds a picture of the states of the art and practice, and reviews some of the critical questions that are being addressed. Educational uses of the technology are broadly distinguished as those where students interact with pre-developed VR applications and those where students develop their own virtual worlds in the course of researching, understanding, and demonstrating their grasp of some subject matter. Forty-three efforts in the category of pre-developed applications and another 21 efforts in the category of student virtual world development are reported in this paper. The results of 35 evaluations that have been completed on these efforts are summarized. Another 20 ongoing or planned evaluations are identified.}, language = {en}, urldate = {2022-12-23}, institution = {INSTITUTE FOR DEFENSE ANALYSES ALEXANDRIA VA}, author = {Youngblut, Christine}, year = {1998}, note = {Section: Technical Reports KerkoCite.ItemAlsoKnownAs: 4804264:AYBVEAMA}, keywords = {Final\_citation, cited, existing}, } @article{flack_educator_nodate, title = {Educator {Perspectives} on the {Impact} of {Covid}-19 on {Teaching} and {Learning} in {Australia} and {New} {Zealand}}, language = {en}, author = {Flack, Clare Buckley and Walker, Dr Lyndon and Bickerstaff, Amanda and Earle, Hester and Margetts, Cara}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B8NPUSZN}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {38}, } @article{alexander_educause_2019, title = {{EDUCAUSE} {Horizon} {Report}: 2019 {Higher} {Education} {Edition}}, language = {en}, journal = {EDUCAISE}, author = {Alexander, Bryan and Ashford-Rowe, Kevin and Barajas-Murphy, Noreen and Dobbin, Gregory and Knott, Jessica and McCormack, Mark and Pomerantz, Jeffrey and Seilhamer, Ryan and Weber, Nicole}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ACH32YFV}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @misc{noauthor_edukans_nodate, title = {Edukans - {Learn4Work} {\textbar} {Home}}, url = {https://edukans.org/learn4work/}, urldate = {2018-12-07}, note = {UA-e8658870-ff63-4217-aa68-aaa5e952230a KerkoCite.ItemAlsoKnownAs: 2129771:DAPSMQPW 2317526:AJAK4WC4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, CC:Ghana, CC:Kenya, CC:Netherland, CC:Rwanda, CC:Uganda, Networks, publicImportV1}, } @techreport{twining_edusummit_2011, address = {Paris}, title = {{EDUsummIT} 2011 report from {TWG3}: teacher professional development}, url = {http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf}, language = {en}, institution = {UNESCO}, author = {Twining, Peter and Albion, Peter and Knezek, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PUNUJQ3I 2534378:T48EQGLU}, } @techreport{education_endowment_foundation_eef_2022, title = {{EEF} {Evidence} {Database} {Coding} {Guide} – {Effect} {Size} {Data} {Extraction}}, url = {https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/ESDE_CodingGuide_V2_March_2022-1.pdf}, number = {Version 2}, urldate = {2023-11-02}, author = {{Education Endowment Foundation} and {Durham University}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JZPK5PYP}, keywords = {\_yt:b}, } @techreport{education_endowment_foundation_eef_2022, title = {{EEF} {Evidence} {Database} {Coding} {Guide} – {Main} {Data} {Extraction}}, url = {https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf}, number = {Version 3}, urldate = {2023-11-02}, author = {{Education Endowment Foundation} and {Durham University}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P}, keywords = {\_yt:a}, } @misc{education_endowment_foundation_eef_2014, title = {{EEF} {Toolkit}}, url = {http://educationendowmentfoundation.org.uk}, author = {{Education Endowment Foundation}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9WDHUTIB}, } @article{baird_effect_2012, title = {Effect of a cash transfer programme for schooling on prevalence of {HIV} and herpes simplex type 2 in {Malawi}: a cluster randomised trial}, volume = {379}, shorttitle = {Effect of a cash transfer programme for schooling on prevalence of {HIV} and herpes simplex type 2 in {Malawi}}, url = {https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(11)61709-1/fulltext?width=921.6&height=921.6&TB_iframe=true}, doi = {10.1016/S0140-6736(11)61709-1}, number = {9823}, urldate = {2024-02-29}, journal = {The Lancet}, author = {Baird, Sarah J. and Garfein, Richard S. and McIntosh, Craig T. and Özler, Berk}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)61709-1 4804264:YPLNDJK9}, keywords = {Final\_citation}, pages = {1320--1329}, } @article{unah_effect_2022, title = {Effect of {Campus} {Built} {Environment} on {Students}’ {Sustainable} {Activities}}, volume = {6}, language = {en}, number = {1}, journal = {BIMA, Journal of Science and Technology}, author = {Unah, M.O. and Ali, S.M. and Jaafar, G.A.}, year = {2022}, keywords = {⛔ No DOI found}, pages = {73 -- 87}, } @article{malik_effect_2018, title = {Effect of {Classroom} {Learning} {Environment} on {Students}' {Academic} {Achievement} in {Mathematics} at {Secondary} {Level}}, abstract = {The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.}, language = {en}, author = {Malik, Riaz Hussain and Rizvi, Asad Abbas}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7JLQ5CTP 4682641:Z4WLWNSH}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {12}, } @article{kukrer_effect_2021, title = {Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building}, volume = {44}, doi = {10.1016/j.jobe.2021.102697}, journal = {Journal of Building Engineering}, author = {Kükrer, Ergin and Eskin, Nurdil}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102697 2129771:JDR4V5F8 4682641:XZHUTQW6}, keywords = {BE:RELEVANT}, pages = {102697}, } @phdthesis{minaz_effect_2018, type = {{PhD} {Thesis}}, title = {Effect of {Flipped} {Classroom} {Strategy} on {The} {Performance} of {Prospective} {Teachers} of {Khyber} {Pakhtunkhwa}}, school = {Northern University Nowshera}, author = {Minaz, Maksal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JJ33TDMP}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:Finland FIN, \_C:Greece GRC, \_C:India IND, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Saudi Arabia SAU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{tudunwada_effect_2014, title = {Effect of {Land} {Cover} on {Normalized} {Difference} {Vegetation} {Index} ({NDVI}) {Dynamics} in {Falgore} {Game} {Reserve}, {Kano}, {Nigeria}}, volume = {17}, language = {en}, journal = {Journal of Agricultural Technology}, author = {Tudunwada, I.Y. and Momale, S.B.}, year = {2014}, note = {ISBN: 1111-0905}, keywords = {⛔ No DOI found}, pages = {41 -- 57}, } @inproceedings{tudunwada_effect_2012, address = {Kano}, title = {Effect of {Rainfall} on {NDVI} in the {Falgore} {Game} {Reserve}, {Kano}, {Nigeria}}, language = {en}, booktitle = {Proceedings of the 46th {Annual} {Conference} of the {Agricultural} {Society} of {Nigeria}}, author = {Tudunwada, I.Y. and Mohammed, S.O.}, year = {2012}, keywords = {⛔ No DOI found}, pages = {1077 -- 1084}, } @mastersthesis{limpens_effect_2017, title = {Effect van een {Robot} op het aanleren van {Productieve} {Woordenschat} in een {Tweede} {Taal} bij {Kleuters}}, author = {Limpens, Lisa GA}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:CQWE4Y8R 2129771:FPI9Y4R8 2129771:GFULDR68 2129771:R8DFIFJQ}, keywords = {\_C:Chile CHL, \_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{bolton_effective_2017, title = {Effective {Adult} {Education}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13092}, abstract = {The most important element for successful adult literacy and numeracy learning is to take a people-centred approach. Literacy and numeracy teaching should be incorporated into subjects that are directly relevant and useful for participants. Ideally, learners would be consulted on their priorities and be involved in the planning and design of the programme and of educational materials. The most effective learning will happen when adults are actively engaged in the construction of their own knowledge. Inter-generational or family learning programmes is one possible approach which has seen success in being responsiveness to the needs and concerns of learners.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = may, year = {2017}, note = {Accepted: 2017-07-14T15:07:19Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YIC8STEU 4869029:VU6CGGEB}, keywords = {⛔ No DOI found}, } @article{cox_effective_2001, title = {Effective {Classroom} {Adaptations} for {Students} with {Visual} {Impairments}}, volume = {33}, copyright = {http://journals.sagepub.com/page/policies/text-and-data-mining-license}, issn = {0040-0599, 2163-5684}, url = {http://journals.sagepub.com/doi/10.1177/004005990103300609}, doi = {10.1177/004005990103300609}, language = {en}, number = {6}, urldate = {2024-03-27}, journal = {TEACHING Exceptional Children}, author = {Cox, Penny R. and Dykes, Mary K.}, month = jul, year = {2001}, pages = {68--74}, } @article{osullivan_effective_2002, title = {Effective follow-up strategies for professional development for primary teachers in {Namibia}}, volume = {6}, doi = {10.1080/13664530200200164}, number = {2}, journal = {Teacher development}, author = {O'Sullivan, Margo C.}, year = {2002}, note = {Publisher: Taylor \& Francis}, pages = {181--203}, } @article{saud_effective_2011, title = {Effective integration of information and communication technologies ({ICTs}) in technical and vocational education and training ({TVET}) toward knowledge management}, url = {http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018}, abstract = {The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.}, language = {en}, journal = {African Journal of Business Management}, author = {Saud, MS and Shu, B and Yasin, MAM}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EE3XZPBK 2317526:NA75GSZN UTI-AFAB05B4-BFD7-3894-BC00-E85602D62FDF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:pedagogy, F:teaching, P:architecture, P:social, P:teacher education, P:technology, Q:ICT, R:meta-analysis, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{bolton_effective_2018, title = {Effective {Learning} {Strategies} to {Improve} {Basic} {Education} {Outcomes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13799}, abstract = {Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = apr, year = {2018}, note = {Accepted: 2018-06-01T09:18:03Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:296DKUQW 4869029:9PIQJY7A}, keywords = {⛔ No DOI found}, } @article{baars_effective_2015, title = {Effective partnership models}, language = {en}, author = {Baars, Dr Sam and Menzies, Loic}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZF8CMVAZ 2486141:HCHJYM6Y}, keywords = {⛔ No DOI found}, pages = {10}, } @misc{noauthor_effective_nodate, title = {Effective {States}}, url = {http://www.effective-states.org/}, language = {en-US}, urldate = {2020-09-06}, journal = {Effective States}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZJYGAWEW}, } @article{muhammad_umar_isa_effective_2019, series = {Journal}, title = {Effective {Strategies} for {Integrating} {Project} {Based} {Learning} into {Woodwork} {Technology} {Education} and {Understanding} at {Tertiary} {Institutes} in {Nigeria}}, doi = {10.3991/ijet.v14i20.11468}, abstract = {The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {{Muhammad Umar Isa} and {Yusri Bin Kamin}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i20.11468 2129771:3X6UN5LN 2129771:DHH6DN7W 2129771:LS7F2FPH}, } @techreport{koomar_effective_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Effective teacher education in low-connectivity settings: a curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {21}, author = {Koomar, Saalim and Allier-Gagneur, Zoé and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.3407498}, note = {EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH}, keywords = {Author:OpenDevEd, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{darling-hammond_effective_2017, address = {Palo Alto, CA}, title = {Effective teacher professional development}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E. and Gardner, Madelyn}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VUTJF44 2534378:VMCMZ256}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{darling-hammond_effective_2016, address = {Learning Policy Institute}, title = {Effective {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf}, language = {EN}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E and Gardner, Madelyn and Gardner, Madelyn}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C755AFPK 2129771:XY5LKEPU 2339240:EXG2P88C 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C}, keywords = {C:United States / International, \_\_C:filed:1, important, ⛔ No DOI found}, pages = {76}, } @techreport{hasler_effective_2017, title = {Effective teaching and learning of large cohorts in institutions of higher learning in {Zambia}: {Challenges} and opportunities}, copyright = {All rights reserved}, url = {https://docs.opendeved.net/lib/R38SGR74}, language = {en}, number = {ZESSTA Occasional Technical Report No. 11}, author = {Haßler, Björn and Shemi, Alice}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1033 2129771:6SW7NKWT}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_bjoern\_cv, \_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{upadhyay_effective_nodate, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Effective use of {EdTech} for remedial learning programs: {Considerations} for {Mongolia}}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Shoobridge, James and Moss Coflan, Caitlin}, doi = {10.5281/zenodo.3958080}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 2129771:ZAH8JP9I 2405685:IJGQTHH9}, } @article{mohammed_effective_2007, title = {Effective use of textbooks: {A} neglected aspect of education in {Pakistan}}, volume = {3}, number = {1}, journal = {Journal of Education for International Development}, author = {Mohammed, R. and Kumari, R.}, year = {2007}, keywords = {⛔ No DOI found}, pages = {1--11}, } @article{masaiti_effectiveness_2015, title = {Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining {Zambia}’s public universities.}, shorttitle = {Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education}, url = {http://dspace.unza.zm/handle/123456789/6761}, urldate = {2023-12-05}, author = {Masaiti, Gift}, year = {2015}, note = {Publisher: International Journal of Humanities Social Sciences and Education}, keywords = {⛔ No DOI found}, } @phdthesis{outhwaite_effectiveness_2017, type = {{BSc} {Psychology}}, title = {Effectiveness of an {iPad} {Intervention} to {Support} {Development} of {Maths} {Skills} in {Foundation} {Year} {Children}}, url = {https://onebillion.org.uk/downloads/dunkirk-primary-final-report.pdf}, author = {Outhwaite, Laura}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:EH35HAKK 257089:MPZGQI8D}, } @article{sosa_effectiveness_2011, title = {Effectiveness of {Computer}-{Assisted} {Instruction} in {Statistics}: {A} {Meta}-{Analysis}}, volume = {81}, issn = {0034-6543, 1935-1046}, shorttitle = {Effectiveness of {Computer}-{Assisted} {Instruction} in {Statistics}}, url = {http://journals.sagepub.com/doi/10.3102/0034654310378174}, doi = {10.3102/0034654310378174}, abstract = {Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction.}, language = {en}, number = {1}, urldate = {2024-03-19}, journal = {Review of Educational Research}, author = {Sosa, Giovanni W. and Berger, Dale E. and Saw, Amanda T. and Mary, Justin C.}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310378174 4804264:ACTCYQQQ}, keywords = {Final\_citation}, pages = {97--128}, } @article{benavides-varela_effectiveness_2020, title = {Effectiveness of digital-based interventions for children with mathematical learning difficulties: {A} meta-analysis}, volume = {157}, issn = {03601315}, shorttitle = {Effectiveness of digital-based interventions for children with mathematical learning difficulties}, doi = {10.1016/j.compedu.2020.103953}, language = {en}, journal = {Computers \& Education}, author = {Benavides-Varela, Silvia and Callegher, Claudio Zandonella and Fagiolini, Barbara and Leo, Irene and Altoè, Gianmarco and Lucangeli, Daniela}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 4804264:6L4XX3L3}, keywords = {Final\_citation, cited, existing}, pages = {103953}, } @article{benavides-varela_effectiveness_2020, title = {Effectiveness of digital-based interventions for children with mathematical learning difficulties: {A} meta-analysis}, volume = {157}, issn = {03601315}, shorttitle = {Effectiveness of digital-based interventions for children with mathematical learning difficulties}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131520301512}, doi = {10.1016/j.compedu.2020.103953}, abstract = {The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in­ terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.}, language = {en}, urldate = {2022-09-27}, journal = {Computers \& Education}, author = {Benavides-Varela, Silvia and Zandonella Callegher, Claudio and Fagiolini, Barbara and Leo, Irene and Altoè, Gianmarco and Lucangeli, Daniela}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 2129771:LM4QWEVI 2486141:X5V4U994 4820891:LNZPX8UL}, keywords = {Mathematics, SEND, \_Import\_to\_OpenDevEd\_EvLib, learning difficulties}, pages = {103953}, } @article{verbruggen_effectiveness_2021, title = {Effectiveness of educational technology in early mathematics education: {A} systematic literature review}, volume = {27}, issn = {2212-8689}, shorttitle = {Effectiveness of educational technology in early mathematics education}, url = {https://www.sciencedirect.com/science/article/pii/S2212868920300386}, doi = {10.1016/j.ijcci.2020.100220}, abstract = {Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.}, urldate = {2023-10-26}, journal = {International Journal of Child-Computer Interaction}, author = {Verbruggen, Sandy and Depaepe, Fien and Torbeyns, Joke}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2020.100220 2129771:3TW2GJAM 2486141:HTZLGV8V}, keywords = {Early mathematics education, Educational technology, Media comparison approach, Systematic literature review, Value-added approach}, pages = {100220}, } @article{kulik_effectiveness_2016, title = {Effectiveness of {Intelligent} {Tutoring} {Systems}: {A} {Meta}-{Analytic} {Review}}, shorttitle = {Effectiveness of {Intelligent} {Tutoring} {Systems}}, doi = {10.3102/0034654315581420}, language = {en}, author = {Kulik, James A. and Fletcher, J. D.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315581420 4804264:XP6CNF6T}, keywords = {Final\_citation, cited, existing}, pages = {37}, } @article{tull_effectiveness_2018, title = {Effectiveness of leadership capacity building in the health sector}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13554}, abstract = {Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes.}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = jan, year = {2018}, note = {Accepted: 2018-02-19T10:24:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2H996A69 4869029:LACCDLPD}, keywords = {⛔ No DOI found}, } @article{ahmed_effectiveness_2019, title = {Effectiveness of {Minimum} {Quality} {Standards} for {Primary} {Education} in {Low} and {Lower} {Middle}-{Income} {Countries}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14413}, abstract = {Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education.}, language = {en}, urldate = {2022-12-18}, author = {Ahmed, Hassan}, month = feb, year = {2019}, note = {Accepted: 2019-03-18T10:30:15Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:CECENAFE 4869029:C8276ZSS}, keywords = {⛔ No DOI found}, } @article{allela_effectiveness_2020, title = {Effectiveness of {Multimodal} {Microlearning} for {In}-service {Teacher} {Training}}, volume = {7}, copyright = {Copyright (c) 2020 Melisa Achoko Allela, Betty Obura Ogange, Muhammad Ibn Junaid, Prince Brainard Charles}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/387}, abstract = {To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face  roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Allela, Melisa Achoko and Ogange, Betty Obura and Junaid, Muhammad Ibn and Charles, Prince Brainard}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY}, keywords = {\_C:Sierra Leone SLE, micro-learning, multi-modal, teacher training, ⛔ No DOI found}, pages = {384--398}, } @article{batdi_effectiveness_2021, title = {Effectiveness of online learning: a multi-complementary approach research with responses from the {COVID}-19 pandemic period}, shorttitle = {Effectiveness of online learning}, doi = {10.1080/10494820.2021.1954035}, journal = {Interactive Learning Environments}, author = {Batdı, Veli and Doğan, Yunus and Talan, Tarık}, year = {2021}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2021.1954035 2129771:Z3EIY9HN}, pages = {1--34}, } @article{munyaradzi_effectiveness_2019, series = {Article {Report} 080: {Journal} {Articles} 143: {Reports} - {Research}}, title = {Effectiveness of {Student} {Psychological} {Support} {Services} at a {Technical} and {Vocational} {Education} and {Training} {College} in {South} {Africa}}, doi = {10.1080/10668926.2018.1456379}, abstract = {In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.}, journal = {Community College Journal of Research and Practice}, author = {Munyaradzi, Muchineripi and Addae, David}, editor = {Munyaradzi, Muchineripi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10668926.2018.1456379 2129771:5JW9DFZJ 2129771:77PI4UMY 2129771:BVYSMNGR 2129771:GDR6YEBB 2129771:HX9M4U9R 2129771:IXCJQ9EE 2129771:QD5MZTLF 2129771:UDT5599W}, } @article{piper_effectiveness_2018, title = {Effectiveness of teachers' guides in the {Global} {South}: {Scripting}, learning outcomes, and classroom utilization}, shorttitle = {Effectiveness of teachers' guides in the {Global} {South}}, url = {https://doi.org/10.3768/rtipress.2018.op.0053.1805}, doi = {10.3768/rtipress.2018.op.0053.1805}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.}, language = {en}, urldate = {2020-09-09}, journal = {Research Triangle Park}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 2129771:P8SHVBPP 2129771:T2KAIHB7}, keywords = {\_genre:PR-primary\_research, \_yl:b}, } @techreport{piper_effectiveness_2018, title = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}: {Scripting}, {Learning} {Outcomes}, and {Classroom} {Utilization}}, shorttitle = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}}, url = {https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.}, language = {en}, urldate = {2020-05-17}, institution = {RTI Press}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, doi = {10.3768/rtipress.2018.op.0053.1805}, note = {shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL}, } @article{baraki_effectiveness_2013, title = {Effectiveness of {Technical} and {Vocational} {Education} and {Training} ({TVET}) {Insights} from {Ethiopia}'s reform}, volume = {25}, doi = {10.1108/tqm-11-2012-0099}, abstract = {Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.}, language = {en}, number = {5}, journal = {TQM}, author = {Baraki, Atakilt Hagos and van Kemenade, Everard}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:achievement, F:assessment, F:learning, F:outcomes, F:policy, P:culture, P:mechanic, Q:certificate, R:case study, R:evaluation, T:TVET, Z:Developing countries, Z:Ethiopia, Z:Internal effectiveness, Z:Realistic evaluation, Z:TVET quality, Z:TVET reform, Z:Total quality management, \_\_C:filed:1, publicImportV1}, pages = {492--506}, } @article{wilcha_effectiveness_2020, title = {Effectiveness of {Virtual} {Medical} {Teaching} {During} the {COVID}-19 {Crisis}: {Systematic} {Review}}, volume = {6}, copyright = {Unless stated otherwise, all articles are open-access distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work ("first published in the Journal of Medical Internet Research...") is properly cited with original URL and bibliographic citation information. The complete bibliographic information, a link to the original publication on http://www.jmir.org/, as well as this copyright and license information must be included.}, shorttitle = {Effectiveness of {Virtual} {Medical} {Teaching} {During} the {COVID}-19 {Crisis}}, url = {https://mededu.jmir.org/2020/2/e20963}, doi = {10.2196/20963}, abstract = {Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.}, language = {EN}, number = {2}, urldate = {2021-10-05}, journal = {JMIR Medical Education}, author = {Wilcha, Robyn-Jenia}, month = nov, year = {2020}, note = {Company: JMIR Medical Education Distributor: JMIR Medical Education Institution: JMIR Medical Education Label: JMIR Medical Education Publisher: JMIR Publications Inc., Toronto, Canada KerkoCite.ItemAlsoKnownAs: 10.2196/20963 2129771:F9FPSVS2}, keywords = {\_genre:LR-literature\_review}, pages = {e20963}, } @article{gon_effectivity_2017, title = {Effectivity of {E}-{Learning} through {Whatsapp} as a {Teaching} {Learning} {Tool}}, copyright = {Copyright (c) 2017 Array}, issn = {2348-2648}, url = {http://www.mvpjms.org/index.php/mvpjms/article/view/158}, doi = {10.18311/mvpjms.v4i1.8454}, abstract = {Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72\% and 86.55\% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23\%, 75.28\% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.}, language = {en-US}, urldate = {2022-12-26}, journal = {MVP Journal of Medical Sciences}, author = {Gon, Sonia and Rawekar, Alka}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.18311/mvpjms.v4i1.8454 4804264:33WE5DSL}, keywords = {Final\_citation, cited, existing, ⚠️ Invalid DOI}, pages = {19--25}, } @article{andrew_effects_2020, title = {Effects of a {Scalable} {Home}‐{Visiting} {Intervention} on {Child} {Development} in {Slums} of {Urban} {India}: {Evidence} from a {Randomised} {Controlled} {Trial}.}, volume = {61}, copyright = {© 2019 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley \& Sons Ltd on behalf of Association for Child and Adolescent Mental Health.}, issn = {1469-7610}, shorttitle = {Effects of a scalable home-visiting intervention on child development in slums of urban {India}}, url = {https://acamh.onlinelibrary.wiley.com/doi/full/10.1111/jcpp.13171}, doi = {10.1111/jcpp.13171}, abstract = {Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8\%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.}, language = {en}, number = {6}, journal = {Journal of Child Psychology and Psychiatry}, author = {Andrew, Alison and Attanasio, Orazio and Augsburg, Britta and Day, Monimalika and Grantham‐McGregor, Sally and Meghir, Costas and Mehrin, Fardina and Pahwa, Smriti and Rubio‐Codina, Marta}, year = {2020}, note = {\_eprint: https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13171 KerkoCite.ItemAlsoKnownAs: 2129771:IA4HGYX8 2129771:KV4WF4NS}, keywords = {Child development, home visiting, parent–child interaction}, pages = {644--652}, } @article{liao_effects_2022, title = {Effects of airing behaviours on bedroom air pollutants during sleep}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://proceedings.open.tudelft.nl/clima2022/article/view/128}, doi = {10.34641/CLIMA.2022.128}, abstract = {Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.}, language = {en}, urldate = {2022-05-29}, journal = {CLIMA 2022 conference}, author = {Liao, Chenxi and Fan, Xiaojun and Petrova Bivolarova, Mariya and Mainka, Anna and Sekhar, Chandra and Laverge, Jelle and Lan, Li and Akimoto, Mizuho and Wargocki, Pawel}, month = may, year = {2022}, note = {Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.128 2129771:L2WIZ7XM 4682641:WH92LGZX}, keywords = {BE:RELEVANT}, pages = {2022: CLIMA 2022 The 14th REHVA HVAC World Congress}, } @article{williams_effects_2019, title = {Effects of an {Intensive} {Reading} {Intervention} for {Ninth}-{Grade} {English} {Learners} {With} {Learning} {Disabilities}}, issn = {07319487 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067878882&doi=10.1177%2f0731948719851745&partnerID=40&md5=fdf11a6873f003c96978e4fe83006f7e}, doi = {10.1177/0731948719851745}, abstract = {English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019.}, language = {English}, journal = {Learning Disability Quarterly}, author = {Williams, K.J. and Vaughn, S.}, year = {2019}, note = {Publisher: SAGE Publications Inc. KerkoCite.ItemAlsoKnownAs: 10.1177/0731948719851745 2129771:3NBYZERB 2339240:SRTCGQR6 2486141:Q3QHD2SG}, keywords = {English learners, SEN, \_AcademicRecoveryOECS, adolescents, high school, intensive intervention, learning disabilities, reading}, } @article{svensson_effects_2019, title = {Effects of assistive technology for students with reading and writing disabilities}, doi = {10.1080/17483107.2019.1646821}, journal = {Disability and Rehabilitation: Assistive Technology}, author = {Svensson, Idor and Nordström, Thomas and Lindeblad, Emma and Gustafson, Stefan and Björn, Marianne and Sand, Christina and Almgren/Bäck, Gunilla and Nilsson, Staffan}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1646821 2129771:TSC7IKXJ}, keywords = {\_\_C:filed:1}, pages = {1--13}, } @misc{ali_effects_2018, title = {Effects of ceiling fans on the thermal comfort of students in learning environments of {Bayero}}, language = {en}, author = {Ali, S.M. and Martinson, D.B. and Al-Maiyah, S. and Mark, C.E.}, year = {2018}, } @article{ali_effects_2022, title = {Effects of {Ceiling} {Fans} on the {Thermal} {Comfort} of {Students} in {Learning} {Environments} of {Bayero} {University}, {Kano}, {Nigeria}}, volume = {6}, issn = {2536-6041}, url = {https://journal.gjbeacademia.com/index.php/bimajst/article/view/315}, doi = {10.56892/bimajst.v6i01.315}, abstract = {It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken in the spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31\% and 22\% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax.}, language = {en}, number = {01}, urldate = {2024-03-26}, journal = {BIMA JOURNAL OF SCIENCE AND TECHNOLOGY (2536-6041)}, author = {Ali, Sani Muhammad and D. Martinson, Brett and Al-Maiyah, Sura}, month = apr, year = {2022}, pages = {73--87}, } @inproceedings{ali_effects_2018, title = {Effects of ceiling fans on the thermal comfort of students in learning environments of {Bayero} {University}, {Kano}, {Nigeria}: 18th {Windsor} {Conference}}, shorttitle = {Effects of ceiling fans on the thermal comfort of students in learning environments of {Bayero} {University}, {Kano}, {Nigeria}}, url = {https://windsorconference.com/proceedings/}, abstract = {It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken inthe spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31\% and 22\% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax.}, urldate = {2024-03-26}, booktitle = {Proceedings of the 10th {Windsor} {Conference}: {Rethinking} {Comfort}}, author = {Ali, Sani Muhammad and Martinson, Brett and Al-Maiyah, Sura and Gaterell, Mark}, editor = {Brotas, Luisa and Roaf, Susan and Nicol, Fergus and Humphreys, Michael}, month = apr, year = {2018}, note = {Publisher: Network for Comfort and Energy Use in Buildings}, keywords = {Africa, Ceiling fans, overheating, thermal comfort, tropics}, pages = {194--208}, } @incollection{wargocki_effects_2021, address = {Singapore}, title = {Effects of {Classroom} {Air} {Quality} on {Learning} in {Schools}}, isbn = {978-981-10-5155-5}, url = {https://doi.org/10.1007/978-981-10-5155-5_65-1}, abstract = {This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.}, language = {en}, urldate = {2022-05-29}, booktitle = {Handbook of {Indoor} {Air} {Quality}}, publisher = {Springer}, author = {Wargocki, Pawel}, editor = {Zhang, Yinping and Hopke, Philip K. and Mandin, Corinne}, year = {2021}, doi = {10.1007/978-981-10-5155-5_65-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-5155-5\_65-1 2129771:AVPCAPN4 4682641:8UQUYEVQ 4682641:A8NCT2AH}, keywords = {Absence rate, BE:RELEVANT, Carbon dioxide, Learning, Schools, Sleep, Ventilation}, pages = {1--13}, } @misc{blaker_effects_2020, title = {Effects of {Classroom} {Environment} on {Learning}}, url = {https://doi.org/10.14990/00003653}, doi = {10.14990/00003653}, language = {en}, urldate = {2022-05-28}, publisher = {甲南大学マネジメント創造学部HSMR編集委員会}, author = {Blaker, Andrew and Andrew, Blaker}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.14990/00003653 2129771:BUCLTNKF 4682641:5NU6IRQS}, keywords = {BE:RELEVANT}, } @article{suleman_effects_2014, title = {Effects of {Classroom} {Physical} {Environment} on the {Academic} {Achievement} {Scores} of {Secondary} {School} {Students} in {Kohat} {Division}, {Pakistan}}, doi = {10.5296/ijld.v4i1.5174}, abstract = {The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design ” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.}, author = {Suleman, Qaiser and Hussain, Dr Ishtiaq}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2129771:URN8ZGT9 4682641:CALKSHUF}, keywords = {BE:LMIC, BE:RELEVANT}, } @article{haverinen-shaughnessy_effects_2015, title = {Effects of {Classroom} {Ventilation} {Rate} and {Temperature} on {Students}’ {Test} {Scores}}, volume = {10}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136165}, doi = {10.1371/journal.pone.0136165}, abstract = {Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered ({\textgreater} 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5\%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.}, language = {en}, number = {8}, urldate = {2022-05-28}, journal = {PLOS ONE}, author = {Haverinen-Shaughnessy, Ulla and Shaughnessy, Richard J.}, month = aug, year = {2015}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0136165 2129771:MYDZPF2T 4682641:Y83ZNGQZ}, keywords = {African American people, BE:RELEVANT, Carbon dioxide, Hispanic people, Human learning, Mathematics, Schools, Standardized tests, Teachers}, pages = {e0136165}, } @article{liu_effects_2013, title = {Effects of cues and real objects on learning in a mobile device supported environment}, volume = {44}, doi = {10.1111/j.1467-8535.2012.01331.x}, number = {3}, journal = {British Journal of Educational Technology}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2013}, note = {00002 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2012.01331.x 10/f4th36 2129771:P6D53738 257089:88Z55TXG}, pages = {386--399}, } @article{luwoye_effects_2021, title = {Effects of {Demo} {Kit} on {Remediating} {Senior} {School} {Students}’ {Misconceptions} in {Mitosis} and {Meiosis} in {Ilorin}, {Nigeria}}, volume = {8}, copyright = {Copyright (c) 2021 Akindeyi Luwoye, Ganiyu Bello, Gabriel Ademakinwa Adeoye}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/503}, abstract = {This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Luwoye, Akindeyi and Bello, Ganiyu and Adeoye, Gabriel Ademakinwa}, month = nov, year = {2021}, note = {Number: 3}, keywords = {Keywords: remediate, demo kit, meiosis, misconceptions, mitosis, ⛔ No DOI found}, pages = {557--567}, } @article{walker_effects_2005, title = {Effects of {Early} {Childhood} {Psychosocial} {Stimulation} and {Nutritional} {Supplementation} on {Cognition} and {Education} in {GrowthStunted} {Jamaican} {Children}: {Prospective} {Cohort} {Study}.}, volume = {366}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0140673605675745}, doi = {10.1016/S0140-6736(05)67574-5}, journal = {The Lancet}, author = {Walker, Susan P. and Chang, Susan M. and Powell, Christine A. and Grantham-McGregor, Sally M.}, year = {2005}, pages = {1804--1807}, } @article{cheung_effects_2013, title = {Effects of {Educational} {Technology} {Applications} on {Reading} {Outcomes} for {Struggling} {Readers}: {A} {Best}-{Evidence} {Synthesis}}, volume = {48}, issn = {1936-2722}, shorttitle = {Effects of {Educational} {Technology} {Applications} on {Reading} {Outcomes} for {Struggling} {Readers}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rrq.50}, doi = {10.1002/rrq.50}, abstract = {This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write \& Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.}, language = {en}, number = {3}, urldate = {2022-10-16}, journal = {Reading Research Quarterly}, author = {Cheung, Alan C.K. and Slavin, Robert E.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.50 KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.50 4804264:ZR8QTCPY}, keywords = {Assistive technologies, Childhood, Comprehension, Early childhood, Evidence-based, Experimental, Final\_citation, Instructional intervention, Instructional technology, Program evaluation, Research methodology, Strategies, Struggling learners, To learners in which of the following categories does your work apply?, and materials, existing, methods, quasi-experimental}, pages = {277--299}, } @article{olango_effects_2021, title = {Effects of {Free} {Day} {Secondary} {Education} {Policy} on {Academic} {Performance} of {Rural} {Public} {Day} {Secondary} {Schools} in {Kilifi} {County}, {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Joseph Malechwanzi, Jorry Olang'o, Susan Murage, Lorna Amuka}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/421}, abstract = {The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Olang'o, Jorry and Malechwanzi, Joseph and Murage, Susan and Amuka, Lorna}, month = mar, year = {2021}, note = {Number: 1}, keywords = {educational policies, enrolment, school performance, school resources, ⛔ No DOI found}, pages = {192--203}, } @article{tokac_effects_2019, title = {Effects of game‐based learning on students' mathematics achievement: {A} meta‐analysis}, volume = {35}, issn = {0266-4909, 1365-2729}, shorttitle = {Effects of game‐based learning on students' mathematics achievement}, doi = {10.1111/jcal.12347}, language = {en}, number = {3}, journal = {Journal of Computer Assisted Learning}, author = {Tokac, Umit and Novak, Elena and Thompson, Christopher G.}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12347 4804264:4ZMLBSY3}, keywords = {Final\_citation, cited, existing}, pages = {407--420}, } @article{hu_effects_2019, title = {Effects of gesture-based match-to-sample instruction via virtual reality technology for {Chinese} students with autism spectrum disorders}, volume = {65}, issn = {2047-3869}, url = {https://doi.org/10.1080/20473869.2019.1602350}, doi = {10.1080/20473869.2019.1602350}, abstract = {Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.}, number = {5}, urldate = {2022-04-16}, journal = {International Journal of Developmental Disabilities}, author = {Hu, Xiaoyi and Han, Zhuo Rachel}, month = oct, year = {2019}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2129771:5WG42ZF9}, keywords = {China, autism spectrum disorders, computer-assisted instruction, gesture-based, match-to-sample, virtual reality technology}, pages = {327--336}, } @article{mitra_effects_2022, title = {Effects of {Internet} {Access} {During} {Examinations}}, volume = {9}, copyright = {Copyright (c) 2022 Sugata Mitra, Ritu Dangwal}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/632}, abstract = {The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70\% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mitra, Sugata and Dangwal, Ritu}, month = mar, year = {2022}, note = {Number: 1}, keywords = {assessment, cheating, examination, internet access, memory, ⛔ No DOI found}, pages = {129--136}, } @article{shapiro_effects_1998, title = {Effects of {Mindfulness}-{Based} {Stress} {Reduction} on {Medical} and {Premedical} {Students}}, volume = {21}, issn = {01607715}, url = {http://link.springer.com/10.1023/A:1018700829825}, doi = {10.1023/A:1018700829825}, number = {6}, urldate = {2024-02-29}, journal = {Journal of Behavioral Medicine}, author = {Shapiro, Shauna L. and Schwartz, Gary E. and Bonner, Ginny}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 10.1023/A:1018700829825 4804264:DIK6BNCQ}, keywords = {Final\_citation}, pages = {581--599}, } @article{liu_effects_2014, title = {Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment}, volume = {72}, doi = {10.1016/j.compedu.2013.10.019}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2014}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.10.019 10/f5rxgq 2129771:CBG72EKD 257089:MPM53ICJ}, pages = {328--338}, } @article{yousafzai_effects_2016, title = {Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in {Pakistan}: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial}, volume = {4}, shorttitle = {Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in {Pakistan}}, doi = {10.1016/S2214-109X(16)30100-0}, number = {8}, journal = {The Lancet Global Health}, author = {Yousafzai, Aisha K. and Obradović, Jelena and Rasheed, Muneera A. and Rizvi, Arjumand and Portilla, Ximena A. and Tirado-Strayer, Nicole and Siyal, Saima and Memon, Uzma}, year = {2016}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:64REGB4U 2129771:FH6LRL2Y}, pages = {e548--e558}, } @article{cai_effects_2022, title = {Effects of {Scaffolding} in {Digital} {Game}-{Based} {Learning} on {Student}’s {Achievement}: a {Three}-{Level} {Meta}-analysis}, volume = {34}, issn = {1040-726X, 1573-336X}, shorttitle = {Effects of {Scaffolding} in {Digital} {Game}-{Based} {Learning} on {Student}’s {Achievement}}, doi = {10.1007/s10648-021-09655-0}, language = {en}, number = {2}, journal = {Educational Psychology Review}, author = {Cai, Zhihui and Mao, Peipei and Wang, Dandan and He, Jinbo and Chen, Xinjie and Fan, Xitao}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-021-09655-0 4804264:5VH9G4FA}, keywords = {Final\_citation, cited, existing}, pages = {537--574}, } @phdthesis{hunzvi_effects_2015, type = {{PhD} {Thesis}}, title = {Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. {A} case study of {Maruta} {Primary} {School}, {Wedza} {District}, {Mashonaland} {East} {Province}, {Zimbabwe}}, school = {BUSE}, author = {Hunzvi, Tapiwa}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:786KPERT 4502395:GU6KAHZN 4502395:TRBHFAJ6}, } @article{corredor_effects_2019, title = {Effects of school reform factors on students’ acceptance of technology}, volume = {20}, doi = {10.1007/s10833-019-09350-6}, number = {4}, journal = {Journal of Educational Change}, author = {Corredor, Javier and Olarte, Fredy Andres}, year = {2019}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-019-09350-6 2129771:36TI7BNB}, keywords = {\_\_C:filed:1}, pages = {447--468}, } @article{al-sallal_effects_2009, title = {Effects of {Shade} {Trees} on {Illuminance} in {Classrooms} in the {United} {Arab} {Emirates}}, volume = {52}, issn = {0003-8628, 1758-9622}, url = {https://www.tandfonline.com/doi/full/10.3763/asre.2008.0061}, doi = {10.3763/asre.2008.0061}, language = {en}, number = {4}, urldate = {2023-11-15}, journal = {Architectural Science Review}, author = {Al-Sallal, Khaled A. and Abu-Obeid, Natheer}, month = dec, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3763/asre.2008.0061 2129771:DRUXF34E 2486141:9PAJ4QG2}, pages = {295--311}, } @article{uygan_effects_2016, title = {Effects of teaching activities via {Google} {Sketchup} and concrete models on spatial skills of preservice mathematics teachers}, volume = {7}, url = {https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers}, doi = {10.16949/turkbilmat.273993}, abstract = {The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.}, language = {English}, number = {3}, journal = {Turkish Journal of Computer and Mathematics Education}, author = {Uygan, Candaş and Kurtuluş, Aytaç}, year = {2016}, note = {Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 2405685:3B7VIPGE 2534378:3DVEZFYW 2534378:Q95V6E5Z}, keywords = {Colleges \& universities, Concretes, Group dynamics, Mathematical analysis, Mathematical models, Mathematics, Skills, Studies, Teachers, Teaching, Three dimensional models, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098421, \_\_finaldtb}, pages = {510--535}, } @article{ahmed_effects_2022, title = {Effects of thermal sensation and acclimatization on cognitive performance of adult female students in {Saudi} {Arabia} using multivariable-multilevel statistical modeling}, volume = {32}, doi = {10.1111/ina.13005}, number = {2}, journal = {Indoor air}, author = {Ahmed, Riham and Ucci, Marcella and Mumovic, Dejan and Bagkeris, Emmanouil}, year = {2022}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13005 2129771:UE8PMH8F 4682641:XU7Y5YK5}, keywords = {BE:RELEVANT}, pages = {e13005}, } @article{alade_effects_2015, title = {Effects of {Three} {Categories} of {Manpower} on {Undergraduate} {Students}' {Learning} {Outcomes} in {Technical} {Education} and {Their} {Implications} for the {Curriculum} {Implementation}}, volume = {19}, abstract = {The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P{\textless}0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.}, language = {en}, number = {2}, journal = {JISTE}, author = {Alade, Ibiwumi Abiodun}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7LAZ9RCB 2317526:5S7Q7V45}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:gender, F:learning, F:outcomes, F:teaching, P:artist, P:measurement, P:technician, R:observation, R:research design, T:TVET, T:vocational skills, Z:Academic Ability, Z:Control Groups, Z:Curriculum Implementation, Z:Data Collection, Z:Foreign Countries, Z:Gender Differences, Z:Hypothesis Testing, Z:Job Skills, Z:Labor Force, Z:Outcomes of Education, Z:Pretests Posttests, Z:Quasiexperimental Design, Z:Statistical Analysis, Z:Technical Education, Z:Undergraduate Students, Z:Vocational Education, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{dubois_effects_2012, title = {Effects on {School} {Enrollment} and {Performance} of a {Conditional} {Cash} {Transfer} {Program} in {Mexico}.}, volume = {30}, url = {http://www.jstor.org/stable/10.1086/664928}, doi = {10.1086/664928}, journal = {Journal of Labor Economics}, author = {Dubois, Pierre and Janvry, Alain De and Sadoulet, Elisabeth}, year = {2012}, pages = {555--589}, } @article{cavus_efficacy_2021, title = {Efficacy of {Social} {Networking} {Sites} for {Sustainable} {Education} in the {Era} of {COVID}-19: {A} {Systematic} {Review}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Efficacy of {Social} {Networking} {Sites} for {Sustainable} {Education} in the {Era} of {COVID}-19}, url = {https://www.mdpi.com/2071-1050/13/2/808}, doi = {10.3390/su13020808}, abstract = {The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Sustainability}, author = {Cavus, Nadire and Sani, Abdullahi S. and Haruna, Yusuf and Lawan, Abdulmalik A.}, month = jan, year = {2021}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13020808 2129771:8Q4P3QRG}, keywords = {COVID-19, \_genre:LR-literature\_review, eLearning, education, social media, social networking sites}, pages = {808}, } @article{adesina_egg_2007, title = {Egg {Raft} {Density} and {Feeding} {Preference} of {Culex} species in {Northeastern} {Nigeria}}, volume = {28}, language = {en}, journal = {Nigeria Journal of Parasitology}, author = {Adesina, Adedoyin and Akogun, O.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AYS4DQBR 2129771:CJ8BBRPS 2486141:8DBGHYUN}, keywords = {⛔ No DOI found}, pages = {23--26}, } @incollection{piper_egra_2011, address = {Durham, NC}, title = {{EGRA} {Plus}: {Liberia} ({Program} evaluation report)}, url = {http://files.eric.ed.gov/fulltext/ED558206.pdf.}, booktitle = {Learning to look: {A} handbook on classroom observation and teaching models}, publisher = {RTI International}, author = {Piper, B. and Korda, M.}, year = {2011}, pages = {10--1016}, } @article{piper_egra_2010, title = {{EGRA} {Plus}: {Liberia}. {Program} evaluation report. {Prepared} for {USAID}/{Liberia} under the {Education} {Data} for {Decision} {Making} ({EdData} {II}) project, {Early} {Grade} {Reading} {Assessment} ({EGRA}): {Plus}}, url = {http://pdf.usaid.gov/pdf_docs/pdacr618.pdf.}, author = {Piper, B. and Korda, M.}, year = {2010}, note = {Place: Research Triangle Park, NC Publisher: RTI International}, keywords = {⛔ No DOI found}, } @article{king_eight_2012, title = {Eight proposals for a strengthened focus on technical and vocational education and training ({TVET}) in the education for all ({EFA}) agenda}, journal = {Background paper prepared for the Education for All Global Monitoring Report}, author = {King, Kenneth}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z8SAIYVM 2317526:5MMGULKF UA-7F5619D8-8B4D-4A2F-8840-B3E62805CD0D}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @techreport{simpson_eight_2021, title = {Eight {Reasons} {Why} {EdTech} {Doesn}’t {Scale}: {How} sandboxes are designed to counter the issue}, shorttitle = {Eight {Reasons} {Why} {EdTech} {Doesn}’t {Scale}}, language = {en}, institution = {EdTech Hub}, author = {Simpson, Lea and Carter, Alice and Rahman, Asad and Plaut, Daniel}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZDTKEKLY}, keywords = {Final\_citation, existing}, } @misc{noauthor_ej1247541pdf_nodate, title = {{EJ1247541}.pdf}, url = {https://files.eric.ed.gov/fulltext/EJ1247541.pdf}, urldate = {2022-04-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FZ6BAF7U}, } @article{botella_meta-alisis_2017, title = {El meta-análisis: una metodología para la investigación en educación}, volume = {20}, shorttitle = {El meta-análisis}, url = {http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2017-20-2-5000}, number = {2}, urldate = {2023-11-01}, journal = {Educación XXI: revista de la Facultad de Educación}, author = {Botella, Juan and Zamora, Ángela}, year = {2017}, note = {Publisher: Universidad Nacional de Educación a Distancia (España), Facultad de Educación}, keywords = {⛔ No DOI found}, pages = {17--38}, } @article{camacho_marti_uso_2018, title = {El uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria}}, author = {Camacho Martí, Mar and Esteve-Mon, Francesc M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6UCM6PMS 2129771:JQ3P5ULL 2129771:ZZLWABGH}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{marti_uso_2017, title = {El uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria1} {The} use of tablets and their impact on learning. {A} national research in {Primary} {Education} schools}, number = {379}, journal = {Revista de educación}, author = {Martí, Mar Camacho and Mon, Francesc Marc Esteve}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:4B8CEGVQ 2129771:DKR3L6NG 2129771:I8Q4T4DR 2129771:KMVLG2PE 2129771:PJAS26TQ}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {170--191}, } @misc{noauthor_elearning_nodate, title = {{eLearning} {MoEYS} {Cambodia}: {Course} categories}, shorttitle = {{eLearning} {MoEYS} {Cambodia}}, url = {https://elearning.moeys.gov.kh}, language = {en}, urldate = {2022-07-13}, } @phdthesis{pender_elementary_2021, type = {{PhD} {Thesis}}, title = {Elementary {Classroom} {Teachers}’ {Perceptions} of {Redesigned} {Classroom} {Space}: {A} {Qualitative} {Case} {Study}}, shorttitle = {Elementary {Classroom} {Teachers}’ {Perceptions} of {Redesigned} {Classroom} {Space}}, school = {Old Dominion University}, author = {Pender, Kristin Lee}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I3X8WJ6T 4682641:6ZUFWNZP}, keywords = {BE:RELEVANT}, } @article{samsonova_elementary_2018, title = {Elementary {Teachers}’ {Uses} and {Perceptions} of {Interactive} {Whiteboards} for {Instruction}}, volume = {17}, doi = {10.26803/ijlter.17.8.2}, number = {8}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Samsonova, Olga}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.17.8.2 2129771:FWJYRTY5}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:France FRA, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {17--35}, } @phdthesis{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future}}, url = {https://zenodo.org/record/3370973}, abstract = {The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3370973}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ}, keywords = {Actor Diagram, Basic Education, CLD, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education System, Systems Approach}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [{Poster}]}, url = {https://zenodo.org/record/3595240}, abstract = {A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII}, keywords = {Basic Education, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [{Presentation}]}, url = {https://zenodo.org/record/3595232}, abstract = {A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595232}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM}, keywords = {Actor Diagram, Basic Education, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System, Systems Approach}, } @misc{noauthor_elicit_nodate, title = {Elicit: {Find} scientific research papers}, url = {https://elicit.com/?workflow=table-of-papers}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HAZ4SU47 2405685:TB32XUSC 2486141:HAPVKPIU}, keywords = {\_Added-ailr-2024}, } @article{crouch_eliminating_2021, title = {Eliminating global learning poverty: {The} importance of equalities and equity}, volume = {82}, issn = {0738-0593}, shorttitle = {Eliminating global learning poverty}, url = {https://www.sciencedirect.com/science/article/pii/S0738059320304090}, doi = {10.1016/j.ijedudev.2020.102250}, abstract = {This paper explores the quantitative relationships between average levels of learning achievement across countries, changes in average levels of learning achievement, the inequality of distribution of achievement (akin to income or wealth inequality in general development analysis), and the proportion of students learning at or below an absolute minimum (akin to poverty in general development analysis). The paper uses a variety of data from cross-national and national assessments: aggregate data, micro (student-level) data, school-level data, and time-series data. The paper shows how various factors such as gender or wealth impact learning levels, but also shows that ‘systems-related’ inequality, not directly related to such factors, is typically much larger than inequality associated with any of those factors. The paper shows that countries progress from very low average levels of achievement to middle levels more by reducing the percentage of students with very low scores (that is, by paying attention to the ‘bulging’ left-hand tail of the distribution) than by increasing the percentage of high performing students. The availability of micro data from a particular case allows exploration of the relationship between inequality measures and measures of the percentage of students below a low level of achievement and shows that, at least in that case, the reduction in inequality that accompanies improvements in the average levels takes place mostly through a reduction in the percentage below a low level. Unlike in the case of income, where vast reductions in income poverty seem possible without reducing income inequality, the evidence presented here suggests that this typically does not happen with learning levels: inequality reduction, reductions in percentages below a low level, and improvements in the averages are all empirically connected. More work is needed to show whether that connection is also causal.}, language = {en}, urldate = {2022-05-11}, journal = {International Journal of Educational Development}, author = {Crouch, Luis and Rolleston, Caine and Gustafsson, Martin}, month = apr, year = {2021}, keywords = {Learning crisis, Learning equity, Learning inequality, Learning poverty, SDGs}, pages = {102250}, } @misc{elimu_centre_elimu_2020, title = {Elimu {Scholarship} {Programme} 2021}, url = {https://www.elimucentre.com/elimu-scholarship-programme/}, abstract = {Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background}, language = {en-US}, urldate = {2021-07-16}, journal = {Elimu Centre}, author = {{Elimu Centre}}, month = feb, year = {2020}, } @techreport{noauthor_embedding_2015, type = {Teaching in {Focus}}, title = {Embedding {Professional} {Development} in {Schools} for {Teacher} {Success}}, url = {https://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en}, language = {en}, number = {10}, urldate = {2021-03-02}, month = mar, year = {2015}, doi = {10.1787/5js4rv7s7snt-en}, note = {Series: Teaching in Focus Volume: 10 KerkoCite.ItemAlsoKnownAs: 10.1787/5js4rv7s7snt-en 2129771:B2H4U4W9 2129771:HKFSJAZ3}, } @book{mcnaught_embedding_2021, title = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, publisher = {Routledge}, editor = {McNaught, Carmel and Gravett, Sarah}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BRH2C5JG 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, STC-TLC, \_bjoern\_cv, \_yl:a, docs.opendeved.net}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_embracing_2022, type = {{RTT} {Evaluation}}, title = {Embracing digital skills: {Now} and tomorrow (infographic)}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/F9SADN3Z}, language = {en}, number = {5}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, month = jun, year = {2022}, doi = {10.53832/opendeved.0281}, note = {ZenodoArchiveID: 6647606 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0281 ZenodoArchiveConcept: 6647605}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_embracing_2022, type = {{RTT} {Evaluation}}, title = {Embracing digital skills: {Now} and tomorrow ({Policy} {Brief})}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/EVRRJE7P}, language = {en}, number = {4}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and Education, Open Development and}, month = jun, year = {2022}, doi = {10.53832/opendeved.0280}, note = {ZenodoArchiveID: 6647604 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0280 ZenodoArchiveConcept: 6647603}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @article{toquero_emergency_2021, title = {Emergency remote education experiment amid {COVID}-19 pandemic}, copyright = {Copyright (c) 2020 Cathy Mae Toquero}, issn = {2386-4303}, url = {https://upo.es/revistas/index.php/IJERI/article/view/5113}, doi = {10.46661/ijeri.5113}, language = {en}, number = {15}, urldate = {2020-08-12}, journal = {IJERI: International Journal of Educational Research and Innovation}, author = {Toquero, Cathy Mae}, year = {2021}, note = {Number: 15 KerkoCite.ItemAlsoKnownAs: 10.46661/ijeri.5113 2129771:7B7JU7RW}, keywords = {\_\_C:filed:1, remote teaching}, pages = {162--172}, } @article{mintz_emergency_2020, title = {Emergency {Transition} to {Virtual} {Education} during {COVID}-19: {Lessons} and {Opportunities} for {Experiential} {Learning} and {Practice} {Socialization}}, volume = {9}, shorttitle = {Emergency {Transition} to {Virtual} {Education} during {COVID}-19}, url = {https://www.mededpublish.org/manuscripts/3215}, doi = {10.15694/mep.2020.000144.1}, abstract = {Published article by Vijay Rajput at MedEdPublish}, urldate = {2020-08-12}, journal = {MedEdPublish}, author = {Mintz, Joel and Wahood, Waseem and Meghani, Salimah and Rajput, Vijay}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.15694/mep.2020.000144.1 2129771:MEMG5WAL}, keywords = {\_\_C:filed:1}, } @article{cerratto-pargman_emergent_2017, title = {Emergent practices and material conditions in tablet-mediated collaborative learning and teaching}, journal = {Making a Difference: Prioritizing Equity and Access in CSCL}, author = {Cerratto-Pargman, Teresa and Jahnke, Isa and Damsa, Crina and Nussbaum, Miguel and Säljö, Roger}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TNQ6ST6F}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{booth_emerging_2022, title = {Emerging {Issues} in {East} {Africa} for {Girls}’ {Education} in {East} {Africa}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17074}, doi = {10.19088/K4D.2022.007}, abstract = {Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes. The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency.}, language = {en}, urldate = {2022-12-18}, author = {Booth, Rachel}, month = jan, year = {2022}, note = {Accepted: 2022-01-21T14:05:54Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.007 2129771:IJ2H9WS3 4869029:V49HDXN2}, keywords = {⚠️ Invalid DOI}, } @article{mandal_emerging_nodate, title = {Emerging {Technology} in {Modelling} and {Graphics}}, doi = {10.1007/978-981-13-7403-6}, language = {en}, author = {Mandal, Jyotsna Kumar and Bhattacharya, Debika}, pages = {783}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_emis_2020, title = {{EMIS} {\textbar} {Education} {Management} {Information} {System}}, url = {https://mbsse.gov.sl/emis/}, language = {en-US}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:VHB75LAY 2405685:WDHKTX4J}, } @techreport{mcburnie_empathising_2023, type = {{EdTech} {Fellowship}}, title = {Empathising with {Education} {Stakeholders}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/MEUD7KNF}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {10}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Hassan, Mustafa Syed and Moustafa, Nariman and Walker, Hannah and Lurvink, Anne-Fleur and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1008}, note = {ZenodoArchiveID: 8386681 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1008 ZenodoArchiveConcept: 8386680}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{kultusministerkonferenz_empfehlung_2017, title = {Empfehlung zur {Beruflichen} {Orientierung} an {Schulen}}, url = {https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2017/2017_12_07-Empfehlung-Berufliche-Orientierung-an-Schulen.pdf}, urldate = {2020-05-27}, author = {{Kultusministerkonferenz}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H8ZGDHMT 2317526:WSDNU4B8}, } @book{soderbom_empirical_2014, title = {Empirical development economics}, publisher = {Routledge}, author = {Söderbom, Måns and Teal, Francis and Eberhardt, Markus and Quinn, Simon and Zeitlin, Andrew}, year = {2014}, } @article{ismail_employability_2015, series = {The 4th {World} {Congress} on {Technical} {Vocational} {Education} and {Training} ({4thWoCTVET}), 5-6 {December} 2014, {Universiti} {Tun} {Hussein} {Onn} {Malaysia}, {MALAYSIA}}, title = {Employability {Skills} in {TVET} {Curriculum} in {Nigeria} {Federal} {Universities} of {Technology}}, volume = {204}, issn = {1877-0428}, url = {http://www.sciencedirect.com/science/article/pii/S187704281504759X}, doi = {10.1016/j.sbspro.2015.08.111}, abstract = {In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.}, urldate = {2018-08-29}, journal = {Procedia - Social and Behavioral Sciences}, author = {Ismail, Sarimah and Mohammed, Dahiru Sale}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.111 10/gf62zv 2129771:YWWJS6SA 2317526:NFVGKN6Q}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, Analysis, C:Nigeria, CC:Nigeria, CLL:en, Electrical Technology Education, curriculum, employability skills, integrations, needs, publicImportV1}, pages = {73--80}, } @article{odora_employers_2011, title = {Employers' perceptions regarding the quality of technical education and training in {Southern} {Africa} : a case of the {Botswana} {Technical} {Education} {Programme}}, url = {https://jointbankfundlibrary.on.worldcat.org/oclc/1045432917}, language = {en}, author = {Odora, RJ}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHVTNY2L 2317526:83BN2WMC LOCAL-jolis:1045432917}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Botswana, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{leyaro_employment_2019, series = {Working {Paper}}, title = {Employment {Mobility} and {Returns} to {Technical} and {Vocational} {Training}: {Empirical} {Evidence} for {Tanzania}}, abstract = {This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET.}, author = {Leyaro, Vincent and Cornel, Joseph}, editor = {Leyaro, Vincent}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q6BR4TDE 2129771:YDUY8NZ2}, keywords = {⛔ No DOI found}, } @book{reimers_empowering_2016, title = {Empowering {Global} {Citizens}: {A} {World} {Course}}, isbn = {978-1-5335-9454-9}, shorttitle = {Empowering {Global} {Citizens}}, abstract = {How do we help students work effectively with others from diverse cultural backgrounds? How do we help them understand the world? How do we prepare them for work and life in an era of globalization, volatility, and uncertainty? Empowering Global Citizens offers educators and parents compelling answers to those questions.This book presents The World Course, a curriculum on global citizenship education designed to equip students with the competencies they need to thrive and contribute to sustainable development in an era of globalization. Drawing on curriculum mapping this book offers a coherent and rigorous set of instructional units to support deep learning of twenty-first-century competencies that develop agency, imagination, confidence, and the skills to navigate the complexity of our times. Drawing on a rich conceptual framework of global education, The World Course scaffolds the development of global competency drawing on project-based learning and other pedagogies that support personalization. The course expands children’s horizons, helping them understand the world in which they live in all its complexity from kindergarten to high school. This is done through learning activities at the zone for proximal development for each age group, with activities that foster student agency and a growth mindset.}, language = {English}, publisher = {CreateSpace Independent Publishing Platform}, author = {Reimers, Fernando M. and Chopra, Vidur and Chung, Connie K. and Higdon, Julia and O'Donnell, E. B.}, month = jul, year = {2016}, } @article{sharehu_empowering_2014, title = {Empowering {Individuals} to {Empower} the {Nation} {Nigeria}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866}, abstract = {This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation.}, language = {en}, journal = {National Association for Science, Humanities \& Education Research Journal}, author = {Sharehu, A and Achor, E}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WQEPFKI 2317526:YBZRX3IR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, T:TVET, T:apprenticeship training, T:entrepreneurship education, publicImportV1, ⛔ No DOI found}, } @article{huang_empowering_2012, title = {Empowering personalized learning with an interactive e-book learning system for elementary school students}, volume = {60}, doi = {10.1007/s11423-012-9237-6}, number = {4}, journal = {Educational Technology Research and Development}, author = {Huang, Yueh-Min and Liang, Tsung-Ho and Su, Yen-Ning and Chen, Nian-Shing}, year = {2012}, note = {00032 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-012-9237-6 10/f37ffm 2129771:73VISNVU 257089:EHGNJC5V}, pages = {703--722}, } @article{li_empowering_2010, title = {Empowering student learning through {Tablet} {PCs}: {A} case study}, volume = {15}, doi = {10.1007/s10639-009-9103-2}, number = {3}, journal = {Education and Information Technologies}, author = {Li, Sandy C and Pow, Jacky WC and Wong, Emily ML and Fung, Alex CW}, year = {2010}, note = {00020 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-009-9103-2 10/b9nvxb 2129771:C2WDC5BW 257089:6A5VE4GB}, pages = {171--180}, } @book{reimers_empowering_2017, address = {North Charleston, South Carolina}, title = {Empowering {Students} to {Improve} the {World} in {Sixty} {Lessons}. {Version} 1.0}, isbn = {978-1-5464-5677-3}, shorttitle = {Empowering students to improve the world in sixty lessons}, language = {English}, publisher = {CreateSpace Independent Publishing Platform}, author = {Reimers, Fernando}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9WYW792A 2129771:D3S2EWNM}, } @techreport{author_empty_nodate, title = {(empty)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/39UUSP2V}, language = {en}, institution = {Open Development \& Education}, author = {Author, A}, note = {ZenodoArchiveID: 8379466 KerkoCite.ItemAlsoKnownAs: 10.53832/opendevedtest.1000 ZenodoArchiveConcept: 8379465}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @incollection{albers_en_2020, address = {Cham}, title = {En {Route} to {Implementation} {Science} 3.0}, isbn = {978-3-030-03874-8 978-3-030-03873-1}, language = {eng}, booktitle = {Implementation {Science} 3.0}, publisher = {Springer}, author = {Albers, Bianca and Shlonsky, Aron and Mildon, Robyn}, year = {2020}, } @article{fitzpatrick_enablers_2020, title = {Enablers and {Barriers} to the {Successful} {Delivery} of {Accelerated} {Learning} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15579}, abstract = {This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachael}, month = aug, year = {2020}, note = {Accepted: 2020-08-13T08:38:33Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:B3IQC8AZ 4869029:PVYYVADK}, keywords = {⛔ No DOI found}, } @article{batholmeus_enablers_2019, series = {Journal}, title = {Enablers of work-integrated learning in technical vocational education and training teacher education}, abstract = {© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.}, journal = {International Journal of Work-Integrated Learning}, author = {Batholmeus, Petrina and Pop, Carver}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:22N8BQQW 2129771:AM78TIMW 2129771:QPE2Y5JS 2129771:WMF333NF}, keywords = {⛔ No DOI found}, } @misc{noauthor_enabling_nodate, title = {Enabling {Education} {Network}}, url = {https://www.eenet.org.uk/}, language = {en-GB}, urldate = {2020-08-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PAAGQLTG 2405685:72AKFKUZ}, } @article{wilke_encouraging_2021, title = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}: {A} {Mass} {Media} {Experiment} in {Rural} {Uganda}}, volume = {0}, issn = {0022-0388}, shorttitle = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}}, url = {https://doi.org/10.1080/00220388.2021.2008367}, doi = {10.1080/00220388.2021.2008367}, abstract = {Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.}, number = {0}, urldate = {2022-01-12}, journal = {The Journal of Development Studies}, author = {Wilke, Anna M. and Green, Donald P. and Tan, Benjamin}, month = dec, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 4556019:Z9A72XEC}, keywords = {Africa, access to education, education quality}, pages = {1--16}, } @article{monge-barrio_encouraging_2022, title = {Encouraging natural ventilation to improve indoor environmental conditions at schools. {Case} studies in the north of {Spain} before and during {COVID}}, volume = {254}, doi = {10.1016/j.enbuild.2021.111567}, journal = {Energy and Buildings}, author = {Monge-Barrio, Aurora and Bes-Rastrollo, Maira and Dorregaray-Oyaregui, Sara and González-Martínez, Purificación and Martin-Calvo, Nerea and López-Hernández, Dolores and Arriazu-Ramos, Ainhoa and Sánchez-Ostiz, Ana}, year = {2022}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111567 2129771:VV68XHRE 4682641:HVQK4BR6}, keywords = {BE:RELEVANT}, pages = {111567}, } @misc{noauthor_end_2023, title = {End the killing of children in armed conflict, {UN} committee urges}, url = {https://www.ohchr.org/en/statements/2023/11/end-killing-children-armed-conflict-un-committee-urges}, abstract = {GENEVA (20 November 2023) – With one out of every five children worldwide living within armed conflict zones, the UN Committee on the Rights of the Child marks World Children’s Day in a sombre mood and calls for ceasefires and a return to basics of humanitarian law to safeguard all children. The Committee today issued the following statement:}, language = {en}, urldate = {2024-02-29}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CI5JW367 4804264:LQYHTR5N}, keywords = {Final\_citation, anystyle, existing}, } @article{botea_ending_2017, title = {"{Ending} {Child} {Marriage}: {Reproductive} {Health} {Outcomes} and {Delaying} {Marriage} and {Childbearing} for {Adolescent} {Girls} " {In}}, author = {Botea, Ioana and Chakravarty, Shubha and Haddock, Sarah and Wodon, Quentin}, year = {2017}, keywords = {⛔ No DOI found}, } @book{bank_ending_2019, address = {Washington, DC}, title = {Ending {Learning} {Poverty}: {What} {Will} {It} {Take}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf}, publisher = {World Bank}, author = {Bank, World}, year = {2019}, } @techreport{alsheikh_theeb_engaging_2022, type = {Helpdesk {Response}}, title = {Engaging {Girls} with {E}-{Learning}: {A} curated list of good practices}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PXUQJZTH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {34}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0069}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2129771:89JUUXCG 2129771:BRS2ZXPB 2405685:CPP3A2WM 2405685:PXUQJZTH 2405685:TSND6EBB 2486141:HZ2EY6EB 2486141:MTR5Y5P5}, keywords = {Helpdesk Response, \_r:AddedByZotZen}, } @article{hall_engaging_2009, title = {Engaging in and engaging with research: teacher inquiry and development}, volume = {15}, issn = {1354-0602, 1470-1278}, shorttitle = {Engaging in and engaging with research}, url = {https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf}, doi = {10.1080/13540600903356985}, language = {en}, number = {6}, urldate = {2021-05-31}, journal = {Teachers and Teaching}, author = {Hall, Elaine}, month = dec, year = {2009}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2405685:X5KU2IDB 2534378:LPFXMVTM}, pages = {669--681}, } @article{carter_engaging_2017, title = {Engaging parents in their children’s education}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13089}, abstract = {In general systematic and rigorous reviews find limited (and little robust) evidence on the effectiveness of interventions to engage parents in their children’s learning in resource-constrained countries – when looking at parental participation in their children’s literacy development and parental engagement with schools. Effects tend to be mixed, with scarce evidence making it hard to come to firm conclusions on findings, including on the effects of the way parents engage in supporting their children’s learning. Reviews report more, and more consistent, evidence showing significant benefits from interventions supporting parental engagement with their children’s early childhood development (ECD). There are recommendations in the literature on the way parents are engaged in ECD interventions. In general the literature tends not to provide gender analysis, presumably because many interventions do not incorporate a gender focus (although some do). This rapid review has found limited evidence on the impact of interventions supporting parent engagement specifically for girls or for children with disabilities in resource constrained countries.}, language = {en}, urldate = {2022-12-18}, author = {Carter, Becky}, month = may, year = {2017}, note = {Accepted: 2017-07-14T15:06:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:4Q6AUSIT 4869029:LVF8VL95}, keywords = {⛔ No DOI found}, } @misc{usaid_learning_lab_engaging_nodate, type = {web page with resources}, title = {Engaging {Stakeholders}}, url = {https://usaidlearninglab.org/cla/cla-toolkit/engaging-stakeholders}, abstract = {“Achieving and sustaining any development outcome depends on the contributions of multiple and interconnected actors...Each set of interconnected actors whose collective actions produce a particular outcome is a local system.” {\textasciitilde} USAID Local Systems Framework Development is an inherently collaborative process and so engaging with stakeholders is essential when designing and implementing effective development strategies and activities. By engaging across technical and support teams, with other USAID units, or with local communities, host governments, and partners we can identify areas of shared interest and potential cooperation. This helps us avoid duplication of effort, share what does and does not work, and develop innovative approaches to shared development challenges. When we don't invest in collaboration, we create information silos, miss opportunities, and lack critical perspectives that can make the difference between success and failure in our development interventions.}, urldate = {2022-12-17}, author = {{USAID Learning Lab}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WPI4BJI7}, } @incollection{maine_engaging_2021, address = {Cham}, title = {Engaging {Teachers} in {Dialogic} {Teaching} as a {Way} to {Promote} {Cultural} {Literacy} {Learning}: {A} {Reflection} on {Teacher} {Professional} {Development}}, isbn = {978-3-030-71777-3 978-3-030-71778-0}, shorttitle = {Engaging {Teachers} in {Dialogic} {Teaching} as a {Way} to {Promote} {Cultural} {Literacy} {Learning}}, url = {http://link.springer.com/10.1007/978-3-030-71778-0_10}, abstract = {Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.}, language = {en}, urldate = {2021-05-08}, booktitle = {Dialogue for {Intercultural} {Understanding}}, publisher = {Springer International Publishing}, author = {Hofmann, Riikka and Vrikki, Maria and Evagorou, Maria}, editor = {Maine, Fiona and Vrikki, Maria}, year = {2021}, doi = {10.1007/978-3-030-71778-0_10}, pages = {135--148}, } @misc{noauthor_engaging_2020, title = {Engaging the private sector for stronger, more dynamic education - {Creative}}, url = {https://www.creativeassociatesinternational.com/insights/engaging-the-private-sector-for-stronger-more-dynamic-education/}, abstract = {Engaging and working in coordination with the private sector on education delivery can strengthen education systems and better serve students, writes Creative's Semere Solomon.}, language = {en-US}, urldate = {2024-02-29}, journal = {Creative -}, month = nov, year = {2020}, note = {Section: Africa KerkoCite.ItemAlsoKnownAs: 4804264:FLG9SI4X 4804264:SHZKHMKD}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @misc{usaid_learning_lab_engaging_nodate, type = {web page with resources}, title = {Engaging with {Stakeholders}}, url = {https://usaidlearninglab.org/evaluation/evaluation-toolkit/planning-evaluation/engaging-with-stakeholders}, urldate = {2022-12-18}, author = {{USAID Learning Lab}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZIQ2MAWT}, } @book{sseip_english_2020, title = {English, {Class} 01, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745050}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745050}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745050 2129771:AMU6VMDD}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 01, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745052}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745052}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745052 2129771:ZKWKD3KC}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 01, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745054}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745054}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745054 2129771:JDSF535N}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 02, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745056}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745056}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745056 2129771:I5NR3LPR}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 02, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745058}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745058}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745058 2129771:HXBDJXR9}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 02, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745060}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745060}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745060 2129771:YTWV4LZW}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 03, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745062}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745062}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745062 2129771:TDT9WIVH}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 03, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745064}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745064}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745064 2129771:XJACEB2W}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 03, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745066}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745066 2129771:H3ZN6RK2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 04, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745068}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745068}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745068 2129771:P7KQJGK2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 04, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745070}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745070}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745070 2129771:6CDIDFID}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 04, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745072}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745072}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745072 2129771:F2379T65}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 05, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745074}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745074}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745074 2129771:AAQQSV3B}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 05, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745076}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745076}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745076 2129771:BGYEPP5W}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 05, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745078}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745078}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745078 2129771:9Z9CJZX9}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 06, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745080}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745080}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745080 2129771:ERJNSG3A}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 06, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745082}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745082}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745082 2129771:VX6HPQGI}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 06, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745084}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745198}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745198 2129771:8EFDHYE8}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 07, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745159}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745159}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745159 2129771:V964FYNF}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 08, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745200}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745200}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745200 2129771:RKBEBC6H}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 08, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745161}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745161}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745161 2129771:UPPTLQPS}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 08, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745202}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745202}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745202 2129771:6JURBC9X}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 08, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745163}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745163}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745163 2129771:VPU8AYJJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 08, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745204}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745204}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745204 2129771:5QMDNWP5}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 08, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745165}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745165}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745165 2129771:9267C68M}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 09, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745206}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745206}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745206 2129771:3XU8A8MP}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 09, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745167}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745167}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745167 2129771:PK9PIWNE}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 09, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745208}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745208}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745208 2129771:KA36LRQ3}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English {Class} 09, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745210}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745210}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745210 2129771:4ASWZUTB}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Class} 09, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745171}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745316}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745316 2129771:IS8TDI66}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 1, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745318}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745298}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745298 2129771:6L7F3BQH}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 1, {Term} 3 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745252}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745324}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745324 2129771:H8L2G74C}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745326}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745328}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745328 2129771:LHS9ECTN}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 1 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745400}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745300}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745300 2129771:DRCH92CA}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745254}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745404}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745404 2129771:QRSTYN48}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 2, pupil handbook}, url = {https://zenodo.org/record/3745302}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745258}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745258 2129771:DH37LZV8}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 3 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745406}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745304}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745304 2129771:QWQRVB4D}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 3 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745260}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745330}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745330 2129771:E5A9TX45}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745332}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745332}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745332 2129771:DA83SCEZ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745334}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745334}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745334 2129771:L3443FQQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 1 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745408}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745408}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745408 2129771:LNRM3ZQ7}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 1, pupil handbook}, url = {https://zenodo.org/record/3745306}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745306}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745306 2129771:RZFA8PW6}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745262}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745262}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745262 2129771:IAEEYT7S}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 2 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745410}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745410}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745410 2129771:LYBP3EDA}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 2, pupil handbook}, url = {https://zenodo.org/record/3745308}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745308}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745308 2129771:7KPSBKY2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 2 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745264}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745264}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745264 2129771:XBWQ52NV}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745412}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745412}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745412 2129771:QSC9IPFB}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 3, pupil handbook}, url = {https://zenodo.org/record/3745310}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745310}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745310 2129771:UPQGVIH4}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745266}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745266}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745266 2129771:AV2NB6EN}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745336}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745336}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745336 2129771:XK55XTGP}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745338}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745338}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745338 2129771:EUYTPL2S}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {MS0723}, teachers guide}, url = {https://zenodo.org/record/3745414}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745414}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745414 2129771:VJSMAI3B}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 1, pupil handbook}, url = {https://zenodo.org/record/3745312}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745312}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745312 2129771:QHHSU9NQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745268}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745268}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745268 2129771:GPGD72GN}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {MS0723}, teachers guide}, url = {https://zenodo.org/record/3745416}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745416}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745416 2129771:SWBWTWVJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 2, pupil handbook}, url = {https://zenodo.org/record/3745314}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745314}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745314 2129771:TTQUN6KS}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745270}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745270}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745270 2129771:YQAQHCT5}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @phdthesis{mulenga_english_2015, type = {{PhD} {Thesis}}, title = {English teacher education curriculum designing: {A} mixed methods analysis of the programme at the {University} of {Zambia}}, shorttitle = {English teacher education curriculum designing}, url = {http://dspace.unza.zm/handle/123456789/4335}, urldate = {2023-12-06}, school = {The University of Zambia}, author = {Mulenga, Innocent}, year = {2015}, } @book{sseip_english_2020, title = {English {WAEC} {BECE} {Exam} {Syllabus}}, url = {https://zenodo.org/record/3745440}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745440}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745440 2129771:9CGPKHNL}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @inproceedings{nedungadi_enhanced_2013, title = {Enhanced {STEM} learning with {Online} {Labs}: {Empirical} study comparing physical labs, tablets and desktops}, doi = {10.1109/fie.2013.6685106}, booktitle = {Frontiers in {Education} {Conference}, 2013 {IEEE}}, publisher = {IEEE}, author = {Nedungadi, Prema and Raman, Raghu and McGregor, Mark}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1109/fie.2013.6685106 10/gf62jb 2129771:HWCBYRE9 257089:VB8NMP7N}, pages = {1585--1590}, } @incollection{balatamoghna_enhancement_2022, title = {Enhancement of {Productivity} {Using} {Chatbots}}, booktitle = {Futuristic {Communication} and {Network} {Technologies}}, publisher = {Springer}, author = {Balatamoghna, B. and Nagajayanthi, B.}, year = {2022}, pages = {885--892}, } @incollection{maina_enhancing_2016, title = {Enhancing access to education and training for persons with disabilities in {Somalia} and {Somaliland}}, url = {http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php}, abstract = {Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20\% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015.}, language = {en}, author = {Maina, , L.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8KVHM57A 2317526:HIUWNZDG LOCAL-http://www.eenet.org.uk/resources/eenet\_newsletter/eer5/page26.php}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Somalia, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:disability, F:policy, R:impact, T:Training, Z:Access to education, Z:Conflict, Z:Disability, Z:Education policy, Z:Employment skills, Z:Inclusive education, Z:Student financial support, publicImportV1, ⛔ No DOI found}, } @article{singh_enhancing_2023, title = {Enhancing climate resilience in businesses: the role of artificial intelligence}, volume = {418}, shorttitle = {Enhancing climate resilience in businesses}, url = {https://www.sciencedirect.com/science/article/pii/S0959652623023867}, doi = {10.1016/j.jclepro.2023.138228}, urldate = {2024-02-24}, journal = {Journal of Cleaner Production}, author = {Singh, Shivam and Goyal, Manish Kumar}, year = {2023}, note = {Publisher: Elsevier}, pages = {138228}, } @article{swanwick_enhancing_2010, title = {Enhancing {Education} for {Deaf} {Children}: {Research} into {Practice} and {Back} {Again}}, volume = {12}, issn = {1464-3154, 1557-069X}, shorttitle = {Enhancing {Education} for {Deaf} {Children}}, url = {http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002}, doi = {10.1179/1557069X10Y.0000000002}, language = {en}, number = {4}, urldate = {2020-03-02}, journal = {Deafness \& Education International}, author = {Swanwick, Ruth and Marschark, Marc}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1179/1557069X10Y.0000000002 2129771:R4HHWYPG 503888:CEFI75Q8}, keywords = {\_C:France FRA, \_C:Spain ESP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {217--235}, } @article{ghazali_enhancing_2019, title = {Enhancing {Physical} {Learning} {Environment} for {Autism}}, volume = {4}, issn = {2398-4295}, url = {https://ajbes.e-iph.co.uk/index.php/ajbes/article/view/180}, doi = {10.21834/ajbes.v4i17.180}, abstract = {The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.}, language = {en}, number = {17}, urldate = {2022-05-28}, journal = {Asian Journal of Behavioural Studies}, author = {Ghazali, Roslinda and Md. Sakip, Siti Rasidah and Samsuddin, Ismail}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21834/ajbes.v4i17.180 2129771:ZS88MDQX 4682641:GCW5G6EX}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {1}, } @book{pianta_enhancing_1999, address = {Washington, DC, US}, series = {Enhancing relationships between children and teachers}, title = {Enhancing relationships between children and teachers}, isbn = {978-1-55798-542-2}, abstract = {Aims to provide school psychologists, child psychologists, and other mental health professionals working with children with the theoretical and technical basis for designing interventions that enhance relationships between children and teachers. The author draws on research in social development and relationship-systems theory to describe the role of child–adult relationships in the development of social and academic competencies and the potential of child–teacher relationships to promote healthy development. It is explicitly focused on the use of child–teacher relationships as a preventive intervention and the role of the psychologist as a consultant to the classroom teacher, the school, and the school district. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {American Psychological Association}, author = {Pianta, Robert C.}, year = {1999}, doi = {10.1037/10314-000}, note = {Pages: ix, 207 KerkoCite.ItemAlsoKnownAs: 10.1037/10314-000 2129771:BV72AFQ3 2486141:GGBSBF93}, keywords = {Academic Achievement, Psychosocial Development, Teacher Student Interaction}, } @article{jwasshaka_enhancing_2019, series = {Journal}, title = {Enhancing self-reliant of students in technical and vocational skills through work-based learning for 4th industrial revolution; {Review} of {Nigerian} higher institutions}, abstract = {© BEIESP. Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a children’s literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.}, journal = {International Journal of Recent Technology and Engineering}, author = {Jwasshaka, Shirka Kassam and Mohd Amin, Nor Fadila}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5PERUP9M 2129771:DDNQ5484}, keywords = {⛔ No DOI found}, } @article{kanjee_enhancing_2009, title = {Enhancing teacher assessment practices in {South} {African} schools: {Evaluation} of the assessment resource banks}, volume = {13}, shorttitle = {Enhancing teacher assessment practices in {South} {African} schools}, doi = {10.1080/16823200902940599}, number = {1}, journal = {Education as change}, author = {Kanjee, Anil}, year = {2009}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI}, pages = {73--89}, } @misc{malakolunthu_enhancing_2015, address = {Corvinus University of Budapest}, type = {conference}, title = {Enhancing teacher development through 'teacher learning circles' in {Malaysian} primary schools}, url = {http://www.eera-ecer.de/ecer-2015-budapest}, abstract = {Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.}, language = {en}, urldate = {2021-02-11}, author = {Malakolunthu, Suseela}, month = sep, year = {2015}, note = {Pages: 1-12 KerkoCite.ItemAlsoKnownAs: 2129771:5F6DTZ45}, keywords = {\_\_C:filed:1}, } @article{palutikof_enhancing_2023, title = {Enhancing the review process in global environmental assessments: {The} case of the {IPCC}}, volume = {139}, issn = {1462-9011}, url = {https://doi.org/10.1016/j.envsci.2022.10.012}, doi = {10.1016/j.envsci.2022.10.012}, abstract = {External review is a fundamental component of Global Environmental Assessments, ensuring their processes are comprehensive, objective, open and transparent, and are perceived as such. Here, we focus on review of Intergovernmental Panel on Climate Change (IPCC) Assessment Reports. The review process has received little scrutiny, although review comments and author responses are public. Here we analyse review documents from the Fourth and Fifth Assessments, focusing primarily on Working Group II. We address three questions: Is the review representative? Is it comprehensive? Is it insightful? Overall we found the review process to be fit for purpose, although there are outstanding issues. First, the overwhelming majority of reviewers are from developed countries, although evidence suggests participation by developing country reviewers increased between the Fourth and Fifth Assessments. Second, earlier sections of chapters are more densely reviewed than later ones. This is true even when executive summaries are removed from analysis. In consequence, some sections on specialised topics may escape in-depth review. Thirdly, those review comments which are received make a valid and valuable contribution to the scientific development of chapters. We suggest how outstanding issues could be addressed, including through enhanced reviewer recognition, a wider role for review editors, adherence to mandated page lengths from early in the process, reviewer training, and consistency in reporting to allow systematic evaluation. Making such changes will result in more transparent, consistent and representative processes delivering reviews which effectively contribute to the credibility and legitimacy of future Global Environmental Assessments and, ultimately, their recognition and contribution.}, journal = {Environmental Science \& Policy}, author = {Palutikof, Jean and Boulter, Sarah and Field, Christopher B. and Mach, Katharine J. and Manning, Martin and Mastrandrea, Michael D. and Meyer, Leo M. and Minx, Jan and Pereira, Joy Jacqueline and Plattner, Gian‐Kasper and Ribeiro, Suzana Kahn and Sokona, Youba and Stadler, Frank and Swart, Rob}, month = jan, year = {2023}, note = {openalex: W4309079633 KerkoCite.ItemAlsoKnownAs: 10.1016/j.envsci.2022.10.012 2129771:J3WRV9FH 5072953:5QI7GAJU}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {118--129}, } @misc{noauthor_enough_2021, title = {Enough of the ‘lost generation’. {Instead}, let’s reimagine school for our children {\textbar} {Peter} {Hyman}}, url = {http://www.theguardian.com/commentisfree/2021/mar/07/enough-of-the-lost-generation-instead-lets-reimagine-school-for-our-children}, abstract = {The return to class is a chance to put young people’s wellbeing at the heart of education}, language = {en}, urldate = {2021-03-26}, journal = {the Guardian}, month = mar, year = {2021}, note = {Section: Opinion}, } @article{le_nestour_enquete_2020, title = {Enquête téléphonique sur la crise du {Covid} au {Sénégal}}, journal = {Center for Global Development}, author = {Le Nestour, Alexis and Mbaye, Samba and Moscoviz, Laura}, year = {2020}, keywords = {⛔ No DOI found}, pages = {25}, } @article{nust_enriching_2023, title = {Enriching the scholarly metadata commons with citation metadata and spatio-temporal metadata to support responsible research assessment and research discovery}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://arxiv.org/abs/2301.01502}, doi = {10.48550/ARXIV.2301.01502}, abstract = {In this article, we focus on the importance of open research information as the foundation for transparent and responsible research assessment and discovery of research outputs. We introduce work in which we support the open research information commons by enabling, in particular, independent and small Open Access journals to provide metadata to several open data hubs (Open Citations, Wikidata, Open Research Knowledge Graph). In this context, we present The OPTIMETA Way, a means to integrate metadata collection, enrichment, and distribution in an effective and quality-ensured way that enables uptake even amongst small scholar-led publication venues. We have designed an implementation strategy for this approach in the form of two plugins for the most widely used journal publishing software, Open Journal Systems (OJS). These plugins collect, enrich, and automatically deliver citation metadata and spatio-temporal metadata for articles. Our contribution to research assessment and discovery with linked open bibliographic data is threefold. First, we enlarge the open research information data pool by advocating for the collection of enriched, user-validated metadata at the time of publication through open APIs. Second, we integrate data platforms and journals currently not included in the standard scientometric practices because of their language or lack of support from big publishing houses. Third, we allow new use cases based on location and temporal metadata that go beyond commonly used discovery features, specifically, the assessment of research activities using spatial coverage and new transdisciplinary connections between research outputs.}, urldate = {2024-03-10}, author = {Nüst, Daniel and Yücel, Gazi and Cordts, Anette and Hauschke, Christian}, year = {2023}, note = {Publisher: [object Object] Version Number: 1}, keywords = {Digital Libraries (cs.DL), FOS: Computer and information sciences, H.0}, } @article{bold_enrollment_2017, title = {Enrollment without learning: {Teacher} effort, knowledge, and skill in primary schools in {Africa}}, volume = {31}, shorttitle = {Enrollment without learning}, doi = {10.1257/jep.31.4.185}, number = {4}, journal = {Journal of Economic Perspectives}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Stacy, Brian and Rockmore, Christophe and Svensson, Jakob and Wane, Waly}, year = {2017}, pages = {185--204}, } @book{vijil-morin_ensenando_2022, title = {Enseñando con sentido: {Una} guía práctica de lectoescritura para transitar de preescolar a primaria}, volume = {1}, url = {https://red-lei.org/tallerlei/ensenandoconsentido/}, abstract = {Una guía práctica de lectoescritura para transitar de preescolar a primaria La presente guía pretende llevar experiencias regionales exitosas a su aula de clase, ofreciéndole una serie de recursos prácticos. Fue hecha pensando en los retos que enfrentamos a diario en el aula como educadores y basada en un estudio realizado con}, language = {Spanish}, number = {1}, urldate = {2022-06-20}, publisher = {TallerLEI}, author = {Vijil-Morin, Alejandra and Mairena, Dánea}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:9MRWSCBM}, keywords = {Author:OpenDevEd}, } @article{sanchez_miranda_ensenar_2018, title = {Enseñar y aprender con {eScholarium}: un estudio de caso sobre la implementación del proyecto en un {CEIP} de {Comunidad} de {Extremadura}}, shorttitle = {Enseñar y aprender con {eScholarium}}, author = {Sánchez Miranda, Sofía and Torres Carvalho, José Luis}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6KCXVVHW 2129771:F8CTU5BU 2129771:XGWU58ES}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Cuba CUB, \_C:Germany DEU, \_C:Israel ISR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{miranda_ensenar_2018, title = {{ENSEÑAR} {Y} {APRENDER} {CON} {ESCHOLARIUM}: {UN} {ESTUDIO} {DE} {CASO} {SOBRE} {LA} {IMPLEMENTACIÓN} {DEL} {PROYECTO} {EN} {UN} {CEIP} {DE} {LA} {COMUNIDAD} {DE} {EXTREMADURA}.}, volume = {37}, shorttitle = {{ENSEÑAR} {Y} {APRENDER} {CON} {ESCHOLARIUM}}, number = {2}, journal = {Campo Abierto. Revista de Educación}, author = {Miranda, Sofía Sánchez and Carvalho, José Luis Torres}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AH5DRTI9 2129771:C8IB4QXP 2129771:PBR2WXIW}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Cuba CUB, \_C:Germany DEU, \_C:Israel ISR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {171--190}, } @article{maigida_entrepreneurial_2013, title = {Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in {Nigeria}}, url = {https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf}, abstract = {Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.}, language = {en}, journal = {International Journal of Humanities and Social Science}, author = {Maigida, JF and Saba, TM}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:assessment, P:measurement, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{nyadu-addo_entrepreneurship_2018, title = {Entrepreneurship education in {Ghana} – the case of the {KNUST} entrepreneurship clinic}, doi = {10.1108/jsbed-02-2017-0062}, abstract = {© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.}, language = {en}, journal = {Journal of Small Business and Enterprise Development}, author = {Nyadu-Addo, Ralph and Mensah, Mavis Serwah Benneh}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/jsbed-02-2017-0062 10/gf62p2 2129771:8T5MIJXW 2317526:3JJTGLIK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:pedagogy, P:economy, P:measurement, P:technology, R:evaluation, R:impact, T:entrepreneurship education, T:trainee, Z:Clinic, Z:Development, Z:Education, Z:Entrepreneurship, Z:Experiential, \_C:Ghana GHA, publicImportV1}, } @article{garcia-rodriguez_entrepreneurship_2017, title = {Entrepreneurship {Education} in {Sub}-{Saharan} {Africa}: {Results} of a {Case} {Study} in {Senegal}}, abstract = {The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.}, language = {en}, author = {Garcia-Rodriguez, Francisco J and Gil-Soto, Esperanza and Ruiz-Rosa, Ines and Sene, Papa Mamour}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, D:less developed country, F:Improvement, F:attitude, P:culture, Q:degree, R:case study, R:impact, T:entrepreneurship education, Z:Attitudes, Z:Developing countries--LDCs, Z:Entrepreneurs, Z:Students, publicImportV1, ⛔ No DOI found}, } @article{dzisi_entrepreneurship_2018, title = {Entrepreneurship training and skills development in {Africa}: {Evidence} from {Koforidua} {Technical} {University}, {Ghana}}, doi = {10.1504/ijebr.2018.092154}, abstract = {Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.}, language = {en}, journal = {International Journal of Economics and Business Research}, author = {Dzisi, Smile and Odoom, Franklin Dodzi and Gligah, Bernice}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/ijebr.2018.092154 10/gf62nw 2129771:99834DNJ 2317526:YQJTXMQD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:economy, T:Training, Z:Education, Z:Entrepreneurial skills, Z:Entrepreneurs, Z:Innovation, Z:Practical sessions, Z:Students, Z:Training, \_C:Ghana GHA, publicImportV1}, } @misc{noauthor_enviro_nodate, title = {Enviro+ {FeatherWing} - {Pimoroni}}, url = {https://shop.pimoroni.com/products/enviro-plus-featherwing}, abstract = {Care about air with Enviro+ FeatherWing. It's packed full of environmental sensors that'll get you started in the world of citizen science. Monitor weather, light level, noise pollution, and air quality, in your local area and contribute your data to better understand trends in air pollution.}, language = {en}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QCI4K637 4682641:XARI3RPH}, } @misc{noauthor_enviro_nodate, title = {Enviro for {Raspberry} {Pi} - {Monitor} your world! - {Pimoroni}}, url = {https://shop.pimoroni.com/products/enviro}, abstract = {Monitor your world with Enviro and Enviro + Air Quality for Raspberry Pi! There's a whole bunch of fancy environmental sensors on these boards, and a gorgeous little full-colour LCD to display your data. They're the perfect way to get started with citizen science and environmental monitoring!}, language = {en}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BJ48IZ7S 4682641:6X9NPEHE}, } @misc{noauthor_enviro_nodate, title = {enviro indoor schematic}, url = {https://cdn.shopify.com/s/files/1/0174/1800/files/enviro_indoor_schematic.pdf?v=1664452062}, urldate = {2023-04-30}, } @article{ardoin_environmental_2020, title = {Environmental education outcomes for conservation: {A} systematic review}, volume = {241}, issn = {0006-3207}, shorttitle = {Environmental education outcomes for conservation}, url = {https://www.sciencedirect.com/science/article/pii/S0006320719307116}, doi = {10.1016/j.biocon.2019.108224}, abstract = {Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces.}, language = {en}, urldate = {2022-04-05}, journal = {Biological Conservation}, author = {Ardoin, Nicole M. and Bowers, Alison W. and Gaillard, Estelle}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.biocon.2019.108224 2129771:QXB53UAF}, keywords = {Conservation social sciences, Environmental education, Environmental management, Public engagement, Research-implementation spaces, Systematic review}, pages = {108224}, } @article{ragpala_environmental_2021, title = {Environmental {Factors} that {Affect} the {Academic} {Performance} of {Senior} {High} {School} {Students} during {COVID}-19 {Pandemic}}, volume = {11}, number = {1}, journal = {International Journal of Social Sciences: Current and Future Research Trends}, author = {Ragpala, Eric}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RMIDK8QY 4682641:MQQMTVXV}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {1--19}, } @article{mendelow_environmental_1981, title = {Environmental {Scanning}-{The} {Impact} of the {Stakeholder} {Concept}}, volume = {20}, url = {h2p://aisel.aisnet.org/icis1981/20}, abstract = {The paper discusses the advantages of the use of the stakeholder framework as a basis for focusing an organization's environmental scanning effort. Arising from the discussion, a contingency model for environmental scanning is developed to relate the focus and method used for envrionmental scanning to the dynamism of the environment and the power of the stakeholder related to the organization. Steps for implementing the environmental scanning system are discussed.}, journal = {ICIS 1981 Proceedings}, author = {Mendelow, A.L.}, year = {1981}, keywords = {⛔ No DOI found}, } @book{secretariat_environmental_2023, title = {Environmental, {Social} and {Governance} {Practices} for {Value} {Creation} in the {Commonwealth}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1104}, abstract = {The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = apr, year = {2023}, doi = {10.14217/comsec.1104}, } @article{robles_environmentally_2015, title = {Environmentally {Friendly} {School} {Infrastructure}}, url = {https://publications.iadb.org/en/publication/16903/environmentally-friendly-school-infrastructure}, abstract = {Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.}, language = {English}, urldate = {2023-11-07}, author = {Robles, Marina and Näslund-Hadley, Emma and Ramos, María Clara and Paredes, Juan Roberto}, month = may, year = {2015}, note = {Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 2129771:U5XG59I8 2486141:I7AI9SR6}, keywords = {⛔ No DOI found}, } @article{touretzky_envisioning_2019, title = {Envisioning {AI} for {K}-12: {What} {Should} {Every} {Child} {Know} about {AI}?}, volume = {33}, issn = {2374-3468, 2159-5399}, shorttitle = {Envisioning {AI} for {K}-12}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/5053}, doi = {10.1609/aaai.v33i01.33019795}, abstract = {The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.}, language = {en}, number = {01}, urldate = {2023-09-19}, journal = {Proceedings of the AAAI Conference on Artificial Intelligence}, author = {Touretzky, David and Gardner-McCune, Christina and Martin, Fred and Seehorn, Deborah}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019795 2486141:GYRJKI7R 2486141:N5VZFQNR}, pages = {9795--9799}, } @article{halliru_epidemiologic_2023, title = {Epidemiologic and {Spatiotemporal} {Study} on {Access} {To} {Snakebite} {Care} in {Northern} {Nigeria}}, doi = {10.1080/15569543.2023.2177873}, language = {en}, journal = {Toxin Reviews}, author = {Halliru, Naziru and Badamasi, Murtala M. and Tudunwada, I.Y. and Dajel, Titus B. and Abubakar, Saidu B. and Hamza, Auwalu S. and Oluwashola, Sandra B. and Nalado, Nasiru K. and Dahiru, Muhammad and Na’abdu, Ibrahim and Saleh, Umar N. and Daiyab, Abdulhakim M. and Mohammed, Suleman A. and Iliyasu, Garba and Muhammad, Hamza and Habib, Abdulrazaq G.}, year = {2023}, } @incollection{roth_epistemic_2007, address = {New York}, title = {Epistemic mediation: {Video} data as filters for the objectification of teaching by teachers}, abstract = {Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth \& Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.}, booktitle = {Video {Research} in the {Learning} {Sciences}}, publisher = {Routledge}, author = {Roth, Wolff-Michael}, editor = {Goldman, Ricki and Pea, Roy and Barron, Brigid and Derry, Sharon}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D4TXLE5U 2405685:MSWLJ5Z6}, } @book{santos_epistemologies_2014, address = {London New York}, edition = {1 edition}, title = {Epistemologies of the {South}: {Justice} {Against} {Epistemicide}}, isbn = {978-1-61205-545-9}, shorttitle = {Epistemologies of the {South}}, abstract = {This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.}, language = {English}, publisher = {Routledge}, author = {Santos, Boaventura de Sousa}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5TVA48L4}, } @techreport{eppi-centre_eppi-centre_2001, title = {{EPPI}-{Centre} {Core} {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, author = {EPPI-Centre}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:42SBMXIT 2317526:D6HQH6LW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{eppi-centre_eppi-centre_2003, title = {{EPPI}-{Centre} {Guidelines} for extracting data and quality assessing primary studies in educational research}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, author = {EPPI-Centre}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A6EGXJ3G 2317526:Z85E6XCN 2486141:RMPMPFDE}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{noauthor_eppi-reviewer_nodate, title = {{EPPI}-{Reviewer}: systematic review software}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2914}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U4BU6MID 2405685:756NQTZR 2486141:LPZMTVGI}, keywords = {\_Added-ailr-2024}, } @article{battaglia_equal_2015, title = {Equal {Access} to {Education}: {An} {Evaluation} of the {Roma} {Teaching} {Assistant} {Program} in {Serbia}}, volume = {76}, url = {https://rua.ua.es/dspace/bitstream/10045/53045/3/2015_Battaglia_Lebedinski_WorldDevelop_preprint.pdf}, doi = {10.1016/j.worlddev.2015.06.009}, abstract = {This paper investigates the effects of a remedial education program -- the Roma Teaching Assistant Program -- targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.}, journal = {World Development}, author = {Battaglia, Marianna and Lebedinski, Lara}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2015.06.009 2129771:A4J8S5BG 2486141:QJ565MUT}, keywords = {\_Added to LR, \_G:reviewed}, pages = {62--81}, } @misc{hasler_equitable_2015, title = {Equitable access to education}, copyright = {Attribution-Noncommercial-Share Alike 4.0 International}, url = {http://bjohas.de/Blog/20150525_Equitable_access_to_education}, author = {Haßler, Björn}, month = may, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:XI4F2DAE}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{galukande_equitable_2018, title = {Equitable access to health professional training in {Uganda}: {A} cross sectional study}, doi = {10.29024/aogh.7}, abstract = {© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p {\textless} 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.}, language = {en}, journal = {Annals of Global Health}, author = {Galukande, M. and Maling, S. and Kabakyenga, J. and Nshaho, J. and Oboke, H. and Oonge, B. and Muyenje, H. and Katumba-Sentongo, G. and Mayanja-Kizza, H. and Sewankambo, N. K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29024/aogh.7 10/gd4gt8 2129771:FSHRTJ7F 2317526:K42YI764}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:access, F:equity, F:gender, F:policy, P:health, P:media, Q:higher education, R:impact, R:iterative, R:qualitative, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:Fortbildung, \_C:Uganda UGA, publicImportV1}, } @misc{chandran_equitable_2021, address = {Virtual}, title = {Equitable learning with {ICT}: study of an intervention at scale for underserved students in {India}}, author = {Chandran, M.G. and Sarangapani, P.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH}, } @inproceedings{mitchell_equity_2018, title = {Equity in international research collaborations: evidence from the {African} {Education} {Research} {Database}}, shorttitle = {Equity in international research collaborations}, publisher = {Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …}, author = {Mitchell, Rafael and Asare, Samuel and Rose, Pauline}, year = {2018}, keywords = {⛔ No DOI found}, } @article{kim_equity_2021, title = {Equity in {Secondary} {Career} and {Technical} {Education} in the {United} {States}: {A} {Theoretical} {Framework} and {Systematic} {Literature} {Review}}, volume = {91}, issn = {0034-6543}, shorttitle = {Equity in {Secondary} {Career} and {Technical} {Education} in the {United} {States}}, url = {https://doi.org/10.3102/0034654321995243}, doi = {10.3102/0034654321995243}, abstract = {Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Review of Educational Research}, author = {Kim, Elisabeth H. and Flack, Clare Buckley and Parham, Katharine and Wohlstetter, Priscilla}, month = jun, year = {2021}, note = {Publisher: American Educational Research Association}, keywords = {equity, high schools, vocational education}, pages = {356--396}, } @inproceedings{mishra_ericc_2024, title = {{ERICC} {Evidence} {Review} in {Nigeria}\_The evidence for improving education in conflict-affected areas of {Nigeria} and existing gaps}, url = {https://figshare.com/articles/online_resource/_b_Working_Paper_ERICC_Evidence_Review_}, language = {en}, author = {Mishra, A. and Oyinloye, B. and Mkwananzi, F. and Watts, M. and Adesina, Adedoyin and Akogun, O. and S., Salmon- Letelier and {M.} and Diazgranados Ferrans, S.}, year = {2024}, note = {Pages: – 24231040 KerkoCite.ItemAlsoKnownAs: 2129771:EWUGERAJ 2129771:I6M4XK3L 2486141:26DPLWCX}, } @book{akogun_ericc_nodate, title = {{ERICC} {Research} {Agenda} for {Nigeria}}, language = {la}, publisher = {ERICC Research Agenda for Nigeria}, author = {Akogun, O. and Adesina, Adedoyin and Njobdi, S. and Salmon-Letelier, M. and Diazgranados Ferrans, S.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IANQ3QLV 2129771:Z95GCYN3 2129771:ZNVZCH75}, } @article{wang_error_2020, title = {Error rates of human reviewers during abstract screening in systematic reviews}, volume = {15}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742}, doi = {10.1371/journal.pone.0227742}, abstract = {Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48\% of the potential references identified through bibliographic database search (95\% confidence interval (CI): 2.38\% to 8.58\%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76\% (95\% CI: 7.43\% to 14.09\%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {PLOS ONE}, author = {Wang, Zhen and Nayfeh, Tarek and Tetzlaff, Jennifer and O’Blenis, Peter and Murad, Mohammad Hassan}, month = jan, year = {2020}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2129771:2URBJNMF 2129771:I8BUSJXC 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4}, keywords = {Automation, Cardiovascular medicine, Citation analysis, Database searching, Health screening, Mental health and psychiatry, Primary care, Systematic reviews}, pages = {e0227742}, } @article{salvador-olivan_errors_2019, title = {Errors in search strategies used in systematic reviews and their effects on information retrieval}, volume = {107}, issn = {1536-5050}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466507/}, doi = {10.5195/jmla.2019.567}, abstract = {Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7\%). Errors that affected recall were the most frequent (78.1\%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.}, number = {2}, urldate = {2021-04-17}, journal = {Journal of the Medical Library Association : JMLA}, author = {Salvador-Oliván, José Antonio and Marco-Cuenca, Gonzalo and Arquero-Avilés, Rosario}, month = apr, year = {2019}, pmid = {31019390}, pmcid = {PMC6466507}, note = {KerkoCite.ItemAlsoKnownAs: 10.5195/jmla.2019.567 2129771:HC848YKD}, pages = {210--221}, } @techreport{brucker_erwerbsmigration_2020, title = {Erwerbsmigration über die {Westbalkanregelung}: {Hohe} {Nachfrage} und gute {Arbeitsmarktintegration}}, shorttitle = {Erwerbsmigration über die {Westbalkanregelung}}, institution = {IAB-Kurzbericht}, author = {Brücker, Herbert and Falkenhain, Mariella and Fendel, Tanja and Promberger, Markus and Raab, Miriam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2TP8TGV 2486141:XPPDEY7W}, } @article{andrews_escaping_nodate, title = {Escaping {Capability} {Traps} {Through} {Problem} {Driven} {Iterative} {Adaptation} ({PDIA})}, doi = {10.1016/j.worlddev.2013.05.011}, abstract = {Many reform initiatives in developing countries fail to achieve sustained improvements in performance because they are merely isomorphic mimicry—that is, governments and organizations pretend to reform by changing what policies or organizations look like rather than what they actually do. The flow of development resources and legitimacy without demonstrated improvements in performance, however, undermines the impetus for effective action to build state capability or improve performance. This dynamic facilitates ‗capability traps‘ in which state capability stagnates, or even deteriorates, over long periods of time despite governments remaining engaged in developmental rhetoric and continuing to receive development resources. How can countries escape capability traps? We propose an approach, Problem-Driven Iterative Adaptation (PDIA), based on four core principles, each of which stands in sharp contrast with the standard approaches. First, PDIA focuses on solving locally nominated and defined problems in performance (as opposed to transplanting pre-conceived and packaged ―best practice‖ solutions). Second, it seeks to create an ‗authorizing environment‘ for decision-making that encourages ‗positive deviance‘ and experimentation (as opposed to designing projects and programs and then requiring agents to implement them exactly as designed). Third, it embeds this experimentation in tight feedback loops that facilitate rapid experiential learning (as opposed to enduring long lag times in learning from ex post ―evaluation‖). Fourth, it actively engages broad sets of agents to ensure that reforms are viable, legitimate, relevant and supportable (as opposed to a narrow set of external experts promoting the ―top down‖ diffusion of innovation).}, language = {en}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2013.05.011 2129771:RLI3DSBS}, keywords = {\_\_\_duplicate\_item}, pages = {28}, } @misc{andrews_escaping_2012, title = {Escaping {Capability} {Traps} through {Problem} {Driven} {Iterative} {Adaptation} ({PDIA})}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RTAXRMHH 4502395:6W9W8LIM}, keywords = {\_\_\_duplicate\_item}, } @article{iimi_escaping_2007, title = {Escaping from the {Resource} {Curse}: {Evidence} from {Botswana} and the {Rest} of the {World}}, volume = {54}, issn = {1564-5150}, shorttitle = {Escaping from the {Resource} {Curse}}, url = {https://doi.org/10.1057/palgrave.imfsp.9450020}, doi = {10.1057/palgrave.imfsp.9450020}, abstract = {It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region.}, language = {en}, number = {4}, urldate = {2021-05-19}, journal = {IMF Staff Papers}, author = {Iimi, Atsushi}, month = nov, year = {2007}, pages = {663--699}, } @techreport{noauthor_essa_southern_nodate, title = {{ESSA}\_Southern {Hemisphere}\_A {Situational} {Analysis} on the {State} of the {Education} {Research} {Field} in {Africa}\_2024\_0.pdf}, } @phdthesis{angrist_essays_2020, type = {http://purl.org/dc/dcmitype/{Text}}, title = {Essays in development economics, human capital and external validity}, url = {https://ora.ox.ac.uk/objects/uuid:bd3906cf-fb3e-428a-b7db-c43bb9d63f3f}, abstract = {{\textless}p{\textgreater}This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28\% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40\%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.{\textless}/p{\textgreater}}, language = {en}, urldate = {2021-05-19}, school = {University of Oxford}, author = {Angrist, N.}, month = jan, year = {2020}, } @techreport{johns_hopkins_center_for_communication_programs_essential_2019, title = {Essential {Elements} for {Costed} {Implementation} {Plans}}, url = {https://fp2030.org/sites/default/files/resources/CIP/FInal_Essential-Elements-for-CIP-SBC-Checklist.pdf}, urldate = {2022-02-22}, author = {Johns Hopkins Center for Communication Programs}, year = {2019}, } @incollection{singh_establishing_2013, title = {Establishing {Public}-ness in the {Network}: {New} {Moorings} for {Development}—{A} {Critique} of the {Concepts} of {Openness} and {Open} {Development}}, shorttitle = {Establishing {Public}-ness in the {Network}}, urldate = {2015-03-17}, booktitle = {Open {Development}: {Networked} {Innovations} in {International} {Development}}, author = {Singh, Parminder Jeet and Gurumurthy, Anita}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MVVQRTLZ 261495:S59JSKC3}, pages = {173--}, } @article{shindi_establishment_2017, title = {Establishment of a {VET}-system with focus on {Further} {Education}: presentation of ideas on the motivation and establishment of a {Further} {Education} system, especially in universities in sub-{Saharan} {Africa}}, language = {en}, author = {Shindi, Alpheas}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:984CL23D 2317526:9CDMM8C3 UA-67F644AB-F6A3-435E-B209-9C76AE2F5F67}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Namibia, CLL:en, publicImportV1, ⛔ No DOI found}, } @book{sumner_estimates_2020, edition = {43}, series = {{WIDER} {Working} {Paper}}, title = {Estimates of the impact of {COVID}-19 on global poverty}, volume = {2020}, isbn = {978-92-9256-800-9}, url = {https://www.wider.unu.edu/node/237051}, abstract = {Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US\$1.90, US\$3.20 and US\$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018.}, language = {en}, urldate = {2020-07-25}, publisher = {UNU-WIDER}, author = {Sumner, Andy and Hoy, Chris and Ortiz-Juarez, Eduardo and {UNU-WIDER}}, year = {2020}, doi = {10.35188/UNU-WIDER/2020/800-9}, note = {KerkoCite.ItemAlsoKnownAs: 10.35188/UNU-WIDER/2020/800-9 2129771:7WEDDGRK}, } @misc{noauthor_estimating_nodate, title = {Estimating learning loss by looking at time away from school during grade transition in {Ghana}}, url = {http://www.cambridge.org/partnership/research/estimating-learning-loss-looking-time-away-school-during-grade-transition-ghana}, abstract = {This blog was written by Ricardo Sabates, Reader in Education at the Faculty of Education, University of Cambridge and member of the REAL Centre, and Emma Carter, Research Associate at the REAL Centre. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.}, language = {en}, urldate = {2023-01-07}, journal = {Cambridge University Press \& Assessment}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:URVHLT7R}, } @article{yucel_estimating_2020, title = {Estimating {Level} of {Engagement} from {Ocular} {Landmarks}}, doi = {10.1080/10447318.2020.1768666}, journal = {International Journal of Human–Computer Interaction}, author = {Yücel, Zeynep and Koyama, Serina and Monden, Akito and Sasakura, Mariko}, year = {2020}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2020.1768666 2129771:AXSCFDCB}, keywords = {\_\_C:filed:1}, pages = {1--13}, } @article{foster_estimating_2014, title = {Estimating {Reading} {Growth} {Attributable} to {Accelerated} {Reader} at {One} {American} {School} in the {Caribbean}}, volume = {35}, doi = {10.1080/02702711.2013.789764}, abstract = {This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.}, number = {6}, journal = {Reading Psychology}, author = {Foster, David K and Foster, Dean P}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02702711.2013.789764 2129771:9PZ9SMF6 2486141:PXKSMQQE}, keywords = {\_Added to LR, \_G:reviewed}, pages = {529--547}, } @article{kaffenberger_estimating_2018, title = {Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’}, url = {https://riseprogramme.org/sites/default/files/publications/Kaffenberger.pdf}, abstract = {Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.}, journal = {RISE (Research on Improving Systems of Education) Working Paper}, author = {Kaffenberger, Michelle and Pritchett, Lant and Sandefur, Justin}, year = {2018}, keywords = {⛔ No DOI found}, } @article{adekunle_estimation_2020, title = {Estimation of {Thermal} {Comfort} {Parameters} of {Building} {Occupants} {Based} on {Comfort} {Index}, {Predicted} {Mean} {Vote} and {Predicted} {Percent} of {Dissatisfied} {People} in the {North}- {West} {Zone} of {Nigeria}}, volume = {2}, doi = {10.35629/5252-0205809826}, abstract = {Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3\% felt hot, 26.7\% felt warm, 20\% felt slightly warm, 13.33\% felt slightly cool, 6.7\% felt cool, and 0\% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.}, author = {Adekunle, Adebayo and {Arowolo T.A} and {Adeyemi O.A} and {Kolawole O.A}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.35629/5252-0205809826 2129771:N6CMPR75 4682641:3YVZT7MI 4682641:7BM443SB}, keywords = {BE:LMIC, BE:RELEVANT, ⚠️ Invalid DOI, ⛔ No DOI found}, pages = {809}, } @incollection{suri_ethical_2020, address = {Wiesbaden}, title = {Ethical {Considerations} of {Conducting} {Systematic} {Reviews} in {Educational} {Research}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {https://doi.org/10.1007/978-3-658-27602-7_3}, abstract = {Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Suri, Harsh}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_3 2129771:4QHX9CG3 2129771:Q7NBQFZK}, pages = {41--54}, } @incollection{wei_ethical_2023, address = {Cham}, title = {Ethical {Guidelines} for {Artificial} {Intelligence}-{Based} {Learning}: {A} {Transnational} {Study} {Between} {China} and {Finland}}, isbn = {978-3-031-09687-7}, shorttitle = {Ethical {Guidelines} for {Artificial} {Intelligence}-{Based} {Learning}}, url = {https://doi.org/10.1007/978-3-031-09687-7_16}, abstract = {Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and education requires international dialogue on the commonplaces of ethical considerations. This paper, taking China and Finland as two contextual cases, analyzes how AI-related policies at the national level have focused on educational themes and established aims for improving the quality of learning and education. As a result, four themes for AI ethics have emerged: (1) inclusion and personalization, (2) justice and safety, (3) transparency and responsibility, and (4) autonomy and sustainability. Although both China and Finland recognize the importance of AI ethics, the differences are manifested in their policy approaches, properties, and strategies due to sociocultural variation. This chapter emphasizes the need for international and transnational dialogue from ethical perspectives to foster our reciprocal understanding of AI and the human-centered stance on education in the digitized age.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Wei, Ge and Niemi, Hannele}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_16}, keywords = {Artificial intelligence (AI), Education, Ethical guidelines, Learning, Policy analysis}, pages = {265--282}, } @techreport{bera_ethical_2018, title = {Ethical {Guidelines} for {Educational} {Research}, fourth edition}, shorttitle = {Ethical {Guidelines} for {Educational} {Research}}, url = {https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online}, language = {English}, institution = {BERA}, author = {{BERA}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LGHU5B6B 2486141:6J3EPYKA}, } @misc{bera_ethics_nodate, title = {Ethics and guidance}, url = {https://www.bera.ac.uk/resources/all-publications/resources-for-researchers}, urldate = {2020-03-02}, author = {{BERA}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QM8XEN2J 2317526:DQ7TZ4BL}, } @incollection{orfanidou_ethics_2015, edition = {1}, title = {Ethics, {Deaf}‐{Friendly} {Research}, and {Good} {Practice} {When} {Studying} {Sign} {Languages}}, isbn = {978-1-118-27141-4 978-1-118-34601-3}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118346013.ch1}, language = {en}, urldate = {2020-03-02}, booktitle = {Research {Methods} in {Sign} {Language} {Studies}}, publisher = {Wiley}, author = {Singleton, Jenny L. and Martin, Amber J. and Morgan, Gary}, editor = {Orfanidou, Eleni and Woll, Bencie and Morgan, Gary}, month = feb, year = {2015}, doi = {10.1002/9781118346013.ch1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/9781118346013.ch1 2129771:4WF784C2 503888:6SXCCAP5}, pages = {5--20}, } @article{holmes_ethics_2022, title = {Ethics of {AI} in {Education}: {Towards} a {Community}-{Wide} {Framework}}, volume = {32}, issn = {1560-4306}, shorttitle = {Ethics of {AI} in {Education}}, url = {https://doi.org/10.1007/s40593-021-00239-1}, doi = {10.1007/s40593-021-00239-1}, abstract = {While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.}, language = {en}, number = {3}, urldate = {2023-01-20}, journal = {International Journal of Artificial Intelligence in Education}, author = {Holmes, Wayne and Porayska-Pomsta, Kaska and Holstein, Ken and Sutherland, Emma and Baker, Toby and Shum, Simon Buckingham and Santos, Olga C. and Rodrigo, Mercedes T. and Cukurova, Mutlu and Bittencourt, Ig Ibert and Koedinger, Kenneth R.}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-021-00239-1 4804264:4WF2NSZT 4804264:NLVK84DR}, keywords = {Final\_citation, anystyle, existing}, pages = {504--526}, } @book{lecompte_ethnography_1993, address = {San Diego}, edition = {2}, title = {Ethnography and qualitative design in educational research}, publisher = {Academic Press}, author = {LeCompte, Margaret Diane and Preissle, Judith and Tesch, Renata}, year = {1993}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4A5JL6II 503888:E3T2HZ35}, keywords = {CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3-A-PREVIOUS}, } @misc{government_of_botswana_etssp_2015, title = {{ETSSP} 2015-2020 - {Education} \& {Training} {Sector} {Strategic} {Plan}}, language = {English}, urldate = {2018-11-23}, author = {{Government of Botswana}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @phdthesis{dauve-raeis_etude_2018, type = {{PhD} {Thesis}}, title = {Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants}, shorttitle = {Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois}, school = {University of Geneva}, author = {Dauve-Raeis, Véronique Evelyne Célia}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GTCTBUVG}, keywords = {\_C:Canada CAN, \_C:France FRA, \_C:Georgia GEO, \_C:Portugal PRT, \_C:Saudi Arabia SAU, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_european_nodate, title = {European {Centre} for {Development} {Policy} {Management} {\textbar} {Home}}, shorttitle = {{ECDPM} {Home}}, url = {https://ecdpm.org/}, abstract = {ECDPM is a think and do tank. Our main goal is to broker effective development partnerships between the EU and the Global South, particularly Africa.}, urldate = {2018-12-09}, journal = {ECDPM}, note = {UA-9c040d93-d6c4-41e4-93a1-c916ce397bfe KerkoCite.ItemAlsoKnownAs: 2129771:ANGVJEHL 2317526:CB97VIIM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @article{perera_evaluacion_2017, title = {Evaluación del {Impacto} de la {Plataforma} {Adaptativa} de {Matemática} en los {Resultados} de los {Aprendizajes}}, url = {https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-Informe_PAM_03102017.pdf}, journal = {Centro de Investigaciones Económicas}, author = {Perera, Marcelo and Aboal, Diego}, year = {2017}, keywords = {⛔ No DOI found}, } @article{harrison_evaluating_2022, title = {Evaluating and enhancing quality in higher education teaching practice: a meta- review}, volume = {47}, issn = {0307-5079}, shorttitle = {Evaluating and enhancing quality in higher education teaching practice}, url = {https://doi.org/10.1080/03075079.2020.1730315}, doi = {10.1080/03075079.2020.1730315}, abstract = {High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.}, number = {1}, urldate = {2022-04-05}, journal = {Studies in Higher Education}, author = {Harrison, Reema and Meyer, Lois and Rawstorne, Patrick and Razee, Husna and Chitkara, Upma and Mears, Steven and Balasooriya, Chinthaka}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03075079.2020.1730315}, keywords = {Teaching quality, higher education, peer review, student evaluation, teaching practice}, pages = {80--96}, } @article{government_of_uganda_evaluating_2012, title = {Evaluating and improving the quality of education - {Part} 6: {How} we inspect. {A} guide to external evaluation}, url = {http://www.lcdinternational.org/sites/default/files/user-uploads/part_6_-_how_we_inspect.pdf}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V5NC2VCC 2317526:BTCJ68NK}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, National Standards, publicImportV1}, } @article{ali_evaluating_2023, title = {Evaluating {Building} {Performance} of {Educational} {Buildings}: {A} case study of {Department} of {Architecture}}, volume = {5}, language = {en}, number = {1}, journal = {Journal of Environmental Studies. (Environ}, author = {Ali, S.M. and A, Aisara}, year = {2023}, note = {Place: Kano, Nigeria Publisher: Bayero University}, keywords = {⛔ No DOI found}, pages = {131 -- 144}, } @article{jonassen_evaluating_1991, title = {Evaluating {Constructivistic} {Learning}}, volume = {31}, issn = {0013-1962}, url = {www.jstor.org/stable/44401696}, number = {9}, urldate = {2019-12-10}, journal = {Educational Technology}, author = {Jonassen, David H.}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F2K3XQGS 2486141:3LTVTPER}, keywords = {⛔ No DOI found}, pages = {28--33}, } @inproceedings{ali_evaluating_2017, address = {Scotland in}, title = {Evaluating {Indoor} {Environmental} {Performance} of {Laboratories} in a {Northern} {Nigerian} {University}}, language = {en}, booktitle = {“{Passive} and {Low} {Energy} {Architecture}” ({PLEA}) {Conference} at {Edinburgh}}, author = {Ali, S.M. and Martinson, D.B. and Al-Maiyah, S.}, year = {2017}, keywords = {⛔ No DOI found}, } @inproceedings{ali_evaluating_2017, title = {Evaluating indoor environmental performance of laboratories in a {Northern} {Nigerian} university: 33rd {PLEA} {International} {Conference}}, volume = {1}, shorttitle = {Evaluating indoor environmental performance of laboratories in a {Northern} {Nigerian} university}, url = {http://nceub.org.uk/PLEA2017/proceedings/PLEA2017_proceedings_volume_I.pdf}, abstract = {Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa.}, urldate = {2024-03-26}, booktitle = {Proceedings of 33rd {PLEA} {International} {Conference}}, author = {Ali, Sani Muhammad and Martinson, Brett and Al-Maiyah, Sura}, editor = {Brotas, Luisa and Roaf, Susan and Nicol, Fergus}, month = jul, year = {2017}, note = {Publisher: Network for Comfort and Energy Use in Buildings KerkoCite.ItemAlsoKnownAs: 5072953:I44GNID5 5072953:QD5TXEIW}, keywords = {IEQ, Kano, Nigeria, Predicted Mean Vote, Predicted Percentage of Dissatisfied}, pages = {591--598}, } @article{ali_evaluating_2021, title = {Evaluating {Neutral}, {Preferred} and {Comfort} {Range} {Temperatures} and {Computing} {Adaptive} {Equation} for {Kano} {Region}}, language = {en}, journal = {ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences}, author = {Ali, S.M.}, year = {2021}, note = {Place: Nigeria Publisher: University of Jos}, keywords = {⛔ No DOI found}, } @inproceedings{ali_evaluating_2020, address = {Spain}, title = {Evaluating {Neutral}, {Preferred} and {Comfort} {Range} {Temperatures} and {Computing} {Adaptive} {Equation} for {Kano} {Region}}, language = {en}, booktitle = {“{Passive} and {Low} {Energy} {Architecture}” ({PLEA}) {Conference} via zoom at {La} {Corona}}, author = {Ali, S.M. and Martinson, D.B. and Al-Maiyah, S.}, year = {2020}, keywords = {⛔ No DOI found}, } @book{ali_evaluating_2020, title = {Evaluating neutral, preferred and comfort range temperatures and computing adaptive equation for {Kano} region}, author = {Ali, Sani and Martinson, David and Al-Maiyah, Sura}, month = sep, year = {2020}, } @article{large_evaluating_2019, title = {Evaluating secondary input devices to support an automotive touchscreen {HMI}: {A} cross-cultural simulator study conducted in the {UK} and {China}}, volume = {78}, shorttitle = {Evaluating secondary input devices to support an automotive touchscreen {HMI}}, doi = {10.1016/j.apergo.2019.03.005}, journal = {Applied Ergonomics}, author = {Large, David R. and Burnett, Gary and Crundall, Elizabeth and Lawson, Glyn and Skrypchuk, Lee and Mouzakitis, Alex}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.apergo.2019.03.005 10/gf62gw 2129771:MYSH42LA 2129771:Z76Z5KEN}, keywords = {\_\_C:filed:1}, pages = {184--196}, } @article{camilleri_evaluating_2021, title = {Evaluating service quality and performance of higher education institutions: a systematic review and a post-{COVID}-19 outlook}, volume = {13}, issn = {1756-669X}, shorttitle = {Evaluating service quality and performance of higher education institutions}, url = {https://doi.org/10.1108/IJQSS-03-2020-0034}, doi = {10.1108/IJQSS-03-2020-0034}, abstract = {Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era.}, number = {2}, urldate = {2022-04-05}, journal = {International Journal of Quality and Service Sciences}, author = {Camilleri, Mark Anthony}, month = jan, year = {2021}, note = {Publisher: Emerald Publishing Limited}, keywords = {COVID-19, Education technology, Higher education, Higher education institutions, Higher education performance, Higher education service quality, Performance evaluation, Performance indicators, Service quality, Universities}, pages = {268--281}, } @article{merchie_evaluating_2018, title = {Evaluating teachers’ professional development initiatives: towards an extended evaluative framework}, volume = {33}, doi = {10.1080/02671522.2016.1271003}, number = {2}, journal = {Research papers in education}, author = {Merchie, Emmelien and Tuytens, Melissa and Devos, Geert and Vanderlinde, Ruben}, year = {2018}, note = {ISBN: 0267-1522 Publisher: Taylor \& Francis}, pages = {143--168}, } @article{crook_evaluating_2016, title = {Evaluating the {Impact} of 1: 1 {Laptops} on {High} {School} {Science} {Students} and {Teachers}}, shorttitle = {Evaluating the {Impact} of 1}, author = {Crook, Simon Joseph}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:DSTTPVBE}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Cuba CUB, \_C:Germany DEU, \_C:Japan JPN, \_C:Jordan JOR, \_C:Luxembourg LUX, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{walton_evaluating_2018, type = {{PhD} {Thesis}}, title = {Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children}, school = {University of Nottingham}, author = {Walton, Jodie M.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:W2LIJBJV}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:India IND, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Singapore SGP, \_C:Spain ESP, \_C:Sudan SDN, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{king_evaluating_2014, title = {Evaluating the impact of teacher professional development: an evidence-based framework}, volume = {40}, issn = {1941-5257, 1941-5265}, shorttitle = {Evaluating the impact of teacher professional development}, url = {http://dx.doi.org/10.1080/19415257.2013.823099}, doi = {10.1080/19415257.2013.823099}, abstract = {Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.}, language = {en}, number = {1}, urldate = {2016-03-26}, journal = {Professional Development in Education}, author = {King, Fiona}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5}, keywords = {C:Ireland}, pages = {89--111}, } @article{shapley_evaluating_2010, title = {Evaluating the {Implementation} {Fidelity} of {Technology} {Immersion} and its {Relationship} with {Student} {Achievement}}, volume = {9}, issn = {1540-2525}, url = {http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609}, abstract = {In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.}, number = {4}, urldate = {2015-05-01}, journal = {The Journal of Technology, Learning and Assessment}, author = {Shapley, Kelly S. and Sheehan, Daniel and Maloney, Catherine and Caranikas-Walker, Fanny}, month = mar, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 257089:6MQAKFA5}, keywords = {⛔ No DOI found}, } @article{mbava_evaluation_2019, title = {Evaluation in {African} contexts: {The} promises of participatory approaches in theory-based evaluations}, volume = {7}, shorttitle = {Evaluation in {African} contexts}, doi = {10.4102/aej.v7i1.383}, number = {1}, journal = {African Evaluation Journal}, author = {Mbava, Nombeko P. and Dahler-Larsen, Peter}, year = {2019}, note = {Publisher: AOSIS KerkoCite.ItemAlsoKnownAs: 10.4102/aej.v7i1.383 2129771:A7LTZGYC}, keywords = {\_\_C:filed:1}, pages = {1--9}, } @article{ziegler_evaluation_2020, title = {Evaluation {Learning} from {Experience} {USAID} {Evaluation} {Policy}}, language = {en}, author = {Ziegler, Jessica}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M5PS8ZWW}, keywords = {⛔ No DOI found}, } @article{bolton_evaluation_2019, title = {Evaluation {Learning} {Review} for {DFID} {Nigeria}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14563}, abstract = {Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = apr, year = {2019}, note = {Accepted: 2019-07-02T15:47:46Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:ZDNULPD5 4869029:4AWJ88FP}, keywords = {⛔ No DOI found}, } @article{baker-henningham_evaluation_2019, title = {Evaluation of a {ViolencePrevention} {Programme} with {Jamaican} {Primary} {School} {Teachers}: {A} {Cluster} {Randomised} {Trial}.}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6696405/}, doi = {10.3390/ijerph16152797}, journal = {International Journal of Environmental Research and Public Health}, author = {Baker-Henningham, Helen and Scott, Yakeisha and Bowers, Marsha and Francis, Taja}, year = {2019}, pages = {2797}, } @article{ndegwa_evaluation_2015, title = {Evaluation of artisan training in metal silo construction for grain storage in {Africa}: {Impact} on uptake, entrepreneurship and income}, url = {http://www.sciencedirect.com/science/article/pii/S073805931500053X?via%3Dihub}, doi = {10.1016/j.ijedudev.2015.04.012}, abstract = {This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US\$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.}, language = {en}, journal = {International Journal of Educational Development}, author = {Ndegwa, M.K. and de Groote, Hugo and Gitonga, Z.M.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.04.012 10/f7q8g8 2129771:5AI7LX8E 2317526:FI7GMN2J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:artist, P:construction, P:metal, R:evaluation, R:impact, T:Lehrlingsausbildung, T:TVET, T:Training, T:trainee, Z:Adult education, Z:Benefits of education, Z:Employment skills, Z:Engineering education, Z:Intervention evaluation, Z:Vocational education and training, publicImportV1}, } @misc{barnett_evaluation_2006, title = {Evaluation of {DFID} {Country} {Programmes}: {Malawi}, 2000-2005}, shorttitle = {{EVALUATION} {OF} {DFID} {COUNTRY} {PROGRAMMES} {COUNTRY} {STUDY}}, publisher = {EVSUM EV661. London: Department for International Development. Available at …}, author = {Barnett, Chris and Chisvo, Munhamo and Kadzamira, Esme and van der Meer, Esther and Paalman, Maria and Risner, Colin}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I2P66BRV 4752638:5BKQB4NV 4752638:IAHFE2CT 4752638:XF4A23CW 4752638:ZLIM6CFJ}, keywords = {\_C:Malawi MWI}, } @article{akande_evaluation_2016, title = {{EVALUATION} {OF} {GROUNDWATER} {POTENTIAL} {OF} {CHANCHAGA} {AREA}, {MINNA}, {NORTH}-{CENTRAL} {NIGERIA}}, issn = {2429-5396}, url = {http://repository.futminna.edu.ng:8080/jspui/handle/123456789/10195}, abstract = {Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area.}, language = {en}, urldate = {2024-03-13}, author = {Akande, Waheed Gbenga and Abdullahi, Idris-Nda and Amadi, Nwanosike Amadi and Abdulfatai, Ibrahim Asema and Alabi, Adekola Amos and Yahaya, Tauheed}, month = jan, year = {2016}, note = {Accepted: 2021-07-17T12:56:38Z Publisher: America Journal of Innovative Research and Applied Sciences KerkoCite.ItemAlsoKnownAs: 2129771:2KILYXWM 2486141:GDPV2RNB}, keywords = {⛔ No DOI found}, } @article{deresse_mersha_lakew_evaluation_2019, title = {Evaluation of outcome-based accounting education and training in selected colleges in {West} {Oromia}, {Ethiopia}}, doi = {10.3846/bme.2019.6921}, abstract = {Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.}, journal = {Business, Management and Education}, author = {{Deresse Mersha Lakew} and {Mohammed Getahun Musa}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3846/bme.2019.6921 2129771:4BMYDXJS 2129771:5WN55PF8}, } @article{barri_evaluation_2020, title = {Evaluation of {Physical} {Aspects} of {Classroom} {Environment} in {Terms} of the {Humanistic} {Approach}: {A} {Comprehensive} {Theoretical} {Framework}}, volume = {8}, shorttitle = {Evaluation of {Physical} {Aspects} of {Classroom} {Environment} in {Terms} of the {Humanistic} {Approach}}, doi = {10.11114/jets.v8i11.4974}, number = {11}, journal = {Journal of Education and Training Studies}, author = {Barri, Moatasim A.}, year = {2020}, note = {Publisher: Redfame publishing KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v8i11.4974 2129771:8Z3C68NM 4682641:T2Y3JY37}, keywords = {BE:RELEVANT}, pages = {1--21}, } @techreport{kadzamira_evaluation_1996, type = {Final {Report},}, title = {Evaluation of {Pilot} {Double} {Shift} {Secondary} {Schools}}, language = {en}, institution = {Centre for Educational Research \& Training/Ministry of Education}, author = {Kadzamira, E. and Chibwana, M. and Hiddleston,, P. and Chonzi, R}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E3RF92N8 4752638:HNJK54VJ 4752638:WUUZZTKD}, keywords = {\_C:Malawi MWI}, } @inproceedings{marz_evaluation_2018, title = {Evaluation of professional learning communities in {TVET}: {Implications} for leadership development and teacher motivation in {Ecuador}}, booktitle = {Comparative and {International} {Education} {Society} {Annual} {Conference}}, author = {März, Virginie and Lauwers, Ingrid and Moreno, Oscar and Patiño, Isabel and Frenay, Mariane}, year = {2018}, keywords = {⛔ No DOI found}, } @article{deguzman_evaluation_2020, title = {Evaluation of {Rural} {Public} {Libraries} to {Address} {Telemedicine} {Inequities}}, journal = {medRxiv}, author = {DeGuzman, Pamela B. and Siegfried, Zack C. and Leimkuhler, Megan E.}, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 2129771:TUSSACP3}, keywords = {\_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{nwajiuba_evaluation_2019, title = {Evaluation of the extent school access programme assisted teachers to acquire {ICT} skills}, volume = {18}, issn = {16823915}, url = {http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71}, doi = {10.36478/ajit.2019.67.71}, abstract = {Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills}, number = {3}, urldate = {2019-11-08}, journal = {Asian Journal of Information Technology}, author = {Nwajiuba, Chinyere Augusta and Okoro, Kingsley O. and Edikpa, Edith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426072, \_\_finaldtb}, pages = {67--71}, } @techreport{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the transformative potential of positive gender socialization in education for peace building}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, institution = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @article{jacobs_evaluation_2013, title = {Evaluation of the vocational education orientation programme ({VEOP}) at a university in {South} {Africa}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1568}, doi = {10.19173/irrodl.v14i4.1568}, abstract = {To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.}, language = {en}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Jacobs, L and Wet, C De}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, P:media, Q:distance education, Q:open education, Q:open learning, R:evaluation, T:Ausbildung, T:TVET, publicImportV1}, pages = {8}, } @misc{noauthor_evaluation_nodate, title = {Evaluation results show strong gains - especially for girls}, url = {https://www.risingacademies.com/blog/sl2019results}, abstract = {Isatu’s story Schools are supposed to be a safe space for learning, but for Isatu Kabba, 14, that’s not how it felt at her old primary school. “There was no proper monitoring of who comes in and out of the school,” she recalls. “There was a lot of noise, a lot of bad language, bad behaviour from s}, language = {en-GB}, urldate = {2021-05-29}, journal = {Rising Academies}, } @misc{usaid_learning_lab_evaluation_nodate, type = {web page with resources}, title = {Evaluation {Stakeholder} {Participation} {Planning} {Matrix}}, url = {https://usaidlearninglab.org/resources/evaluation-stakeholder-participation-planning-matrix}, urldate = {2022-12-18}, author = {{USAID Learning Lab}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9TU9UZM3}, } @misc{usaid_learning_lab_evaluation_nodate, type = {website}, title = {Evaluation {Toolkit}}, url = {https://usaidlearninglab.org/evaluation/evaluation-toolkit}, urldate = {2022-12-18}, author = {{USAID Learning Lab}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FQXQTUYJ}, } @article{noauthor_evaluation_2021, title = {Evaluation {Toolkit}: {Post} {Evaluation} {Action} {Plans}}, language = {en}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X77W7WEG}, } @article{noauthor_every_nodate, title = {Every girl goes to school, stays safe, and learns: {Five} years of global action}, language = {en}, pages = {24}, } @misc{noauthor_evidence_2020, title = {Evidence}, url = {https://www.teachingattherightlevel.org/evidence/}, abstract = {Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...}, language = {en-ZA}, urldate = {2020-07-27}, journal = {Teaching at the Right Level}, year = {2020}, note = {Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2129771:II9BUYSQ}, } @article{fieldsend_evidence_2021, title = {Evidence and {Lessons} {Learned} {Regarding} the {Effect} of {Equitable} {Quality} {Education} on ‘{Open} {Society}’}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16723}, doi = {10.19088/K4D.2021.094}, abstract = {The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.}, language = {en}, urldate = {2022-12-18}, author = {Fieldsend, Astrid}, month = may, year = {2021}, note = {Accepted: 2021-07-01T11:47:24Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.094 2129771:8HLVB5MN 4869029:VYI6ABKJ}, } @article{boysen_evidence-based_2017, title = {Evidence-based answers to questions about trigger warnings for clinically-based distress: {A} review for teachers}, volume = {3}, issn = {2332-211X(Electronic),2332-2101(Print)}, shorttitle = {Evidence-based answers to questions about trigger warnings for clinically-based distress}, doi = {10.1037/stl0000084}, abstract = {According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)}, number = {2}, journal = {Scholarship of Teaching and Learning in Psychology}, author = {Boysen, Guy A.}, year = {2017}, note = {Place: US Publisher: Educational Publishing Foundation}, keywords = {Classroom Management, Distress, Posttraumatic Stress Disorder, Student Attitudes, Teachers, Teaching, Trauma, Warnings}, pages = {163--177}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, \_C:Bangladesh BGD, \_C:France FRA, \_C:India IND, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Sierra Leone SLE, \_C:State of Palestine PSE, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{lawal_evidence-based_2018, type = {Technical {Report}}, title = {Evidence-based {Education} policy and practice of teacher recruitment and deployment in five {States}, {Nigeria}}, language = {en}, author = {Lawal, Hafsat and Abdul-Ismail, Aisha and Abubakar, Tasiu and Ngaski, Mustapha and Akogun, Oladele and Adesina, Adedoyin and Allsop, Terry}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4PDWHMP4 2129771:SQSXYIFY 2486141:6ZP42XTD}, } @phdthesis{harrison_evidence-based_2020, type = {{PhD} {Thesis}}, title = {Evidence-based {Education}: {The} development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions.}, shorttitle = {Evidence-based {Education}}, school = {Durham University}, author = {Harrison, Wayne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HFF7IVU9}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Denmark DNK, \_C:France FRA, \_C:India IND, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Sri Lanka LKA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_evidence-based_2020, title = {Evidence-based policy and other myths. {What} researchers need to know to influence government.}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2020/09/22/evidence-based-policy-and-other-myths-what-researchers-need-to-know-to-influence-government/}, abstract = {Research has an important role to play in the creation of good policy. However, academics often struggle to communicate their research in a language that politicians understand. Naomi Eisenstadt CB…}, language = {"en-US"}, urldate = {2022-03-02}, journal = {Impact of Social Sciences}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9K6BIQRX 2129771:F9TWRXJ4 4502395:YE8QRXNA}, } @misc{noauthor_evidence-based_nodate, title = {Evidence-{Based} {Policymaking}: {What} is it? {How} does it work? {What} relevance for developing countries?}, shorttitle = {Evidence-{Based} {Policymaking}}, url = {https://odi.org/en/publications/evidence-based-policymaking-what-is-it-how-does-it-work-what-relevance-for-developing-countries/}, abstract = {The aim of this work is to identify lessons and approaches from EBP in the UK which may be valuable to developing countries.\</p\>}, language = {en-gb}, urldate = {2021-11-06}, journal = {ODI: Think change}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RAZ6RIW8 4502395:7GPBJ5I9}, } @article{sutcliffe_evidence-based_nodate, title = {Evidence-{Based} {Policymaking}: {What} is it? {How} does it work? {What} relevance for developing countries? -}, language = {en}, author = {Sutcliffe, Sophie and Court, Julius}, keywords = {⛔ No DOI found}, pages = {50}, } @article{cook_evidence-based_2013, title = {Evidence-based practices and implementation science in special education}, volume = {79}, number = {2}, journal = {Exceptional children}, author = {Cook, Bryan G. and Odom, Samuel L.}, year = {2013}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:N3RYREWD}, keywords = {❓ Multiple DOI}, pages = {135--144}, } @book{molina_evidence-based_2018, title = {Evidence-{Based} {Teaching}: {Effective} {Teaching} {Practices} in {Primary} {School} {Classrooms}}, shorttitle = {Evidence-{Based} {Teaching}}, url = {http://hdl.handle.net/10986/30929}, language = {en}, urldate = {2022-09-26}, publisher = {World Bank, Washington, DC}, author = {Molina, Ezequiel and Pushparatnam, Adelle and Rimm-Kaufman, Sara and Wong, Keri Ka-Yee}, month = nov, year = {2018}, doi = {10.1596/1813-9450-8656}, } @techreport{noauthor_evidence_nodate, title = {Evidence collection}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FW7PINZ}, keywords = {\_\_\_duplicate\_item}, } @techreport{noauthor_evidence_nodate, title = {Evidence collection}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V7E8TZGT}, keywords = {\_\_\_duplicate\_item}, } @techreport{noauthor_evidence_nodate, title = {Evidence collection}, } @techreport{noauthor_evidence_2021, title = {Evidence collection}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E6IEA3AF}, keywords = {\_\_\_duplicate\_item}, } @techreport{hasler_evidence_2023, title = {Evidence collection}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/V26UWG7Q}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn}, month = feb, year = {2023}, doi = {10.5281/zenodo.7644266}, note = {ZenodoArchiveID: 7644266 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7644266 ZenodoArchiveConcept: 7644265}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_evidence_2023, title = {Evidence collection}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/S86DBR6N}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn}, month = jul, year = {2023}, note = {ZenodoArchiveID: 8167411 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved. ZenodoArchiveConcept: 8167410}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_evidence_2023, title = {Evidence collection}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/2VTH824V}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = oct, year = {2023}, doi = {10.53832/opendeved.1024}, note = {ZenodoArchiveID: 10035155 ZenodoArchiveConcept: 10035154 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1024 2129771:2VTH824V}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{hasler_evidence_2024, type = {Report}, title = {Evidence collection}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VCHR5JEF}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = feb, year = {2024}, doi = {10.53832/opendeved.1070}, note = {ZenodoArchiveID: 10599317 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1070 ZenodoArchiveConcept: 10599316}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_evidence_2024, type = {Report}, title = {Evidence collection}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/6T4G3XA4}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1119}, note = {ZenodoArchiveID: 10888389 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1119 ZenodoArchiveConcept: 10888388}, keywords = {Internal, \_r:AddedByMyEducationEvidence}, } @techreport{noauthor_evidence_2021, title = {Evidence {Collection} 2}, url = {https://docs.opendeved.net/lib/M8Z336I7}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M8Z336I7}, } @techreport{noauthor_evidence_2021, title = {Evidence {Collection} 4}, url = {https://docs.opendeved.net/lib/QFSTKK7G}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QFSTKK7G}, } @techreport{open_development__education_evidence_2024, title = {Evidence collection: {Effects} of climate change and environmental degradation on learning in {LMICs}}, author = {{Open Development \& Education}}, month = mar, year = {2024}, } @misc{noauthor_evidence_nodate, title = {Evidence \& {ESSA}: {What} {Is} {Evidence} {And} {How} {Should} {We} {Use} {It}?}, url = {http://www.research4schools.org/evidence-essa/}, language = {en-US}, urldate = {2023-02-02}, journal = {R4S}, } @misc{hasler_evidence_2016, title = {Evidence for digital learning}, copyright = {Attribution-Noncommercial-Share Alike 4.0 International}, url = {http://bjohas.de/Blog/20150525_Equitable_access_to_education}, author = {Haßler, Björn}, month = jun, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:CGECT42V}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{enfield_evidence_2019, title = {Evidence for {Soft} {Power} {Created} {Via} {Scholarship} {Schemes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14713}, abstract = {While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created.}, language = {en}, urldate = {2022-12-18}, author = {Enfield, Sue}, month = aug, year = {2019}, note = {Accepted: 2019-09-27T09:55:22Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:HH7HX6IW 4869029:9B2TGD6I}, keywords = {⛔ No DOI found}, } @misc{open_development__education_evidence_nodate, title = {Evidence {Library}}, url = {https://docs.opendeved.net/lib/}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:54HTM5GH 2317526:6SQCBFPN}, } @article{martin-martin_evidence_2018, title = {Evidence of open access of scientific publications in {Google} {Scholar}: {A} large-scale analysis}, volume = {12}, shorttitle = {Evidence of open access of scientific publications in {Google} {Scholar}}, doi = {10.1016/j.joi.2018.06.012}, number = {3}, journal = {Journal of Informetrics}, author = {Martín-Martín, Alberto and Costas, Rodrigo and van Leeuwen, Thed and López-Cózar, Emilio Delgado}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.06.012 2129771:AX2HRCKF}, pages = {819--841}, } @article{browne_evidence_2017, title = {Evidence on {Education} as a {Driver} for {Migration}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13050}, abstract = {This report synthesises two previous reports on drivers of migration, and focuses on the evidence on education’s role. The previous reports focused on education and migration in fragile and conflict-affected states (FCAS), and youth employment and education in low and middle income countries. The papers presented below reflect these original criteria, but reframe the studies to draw out the evidence on education as a driver. The report outlines the evidence on when and whether education services make a difference to people’s reasons for moving. This report includes rural-urban migration, regional and international migration, and migration away from fragile and conflict-affected states (FCAS). It does not consider migration that is primarily economic, whether regular or irregular.}, language = {en}, urldate = {2022-12-18}, author = {Browne, Evie}, month = jan, year = {2017}, note = {Accepted: 2017-07-06T10:49:55Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:SEWFWD5G 4869029:VB2QGU7D}, keywords = {⛔ No DOI found}, } @article{hallgarten_evidence_2020, title = {Evidence on efforts to mitigate the negative educational impact of past disease outbreaks}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202}, abstract = {This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.}, language = {en}, author = {Hallgarten, Joe}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2UNS6L23 2129771:NCXRGPXG 2339240:DQJN5Z7Q}, keywords = {⛔ No DOI found}, pages = {19}, } @article{hallgarten_evidence_2020, title = {Evidence on {Efforts} to {Mitigate} the {Negative} {Educational} {Impact} of {Past} {Disease} {Outbreaks}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202}, abstract = {This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.}, language = {en}, urldate = {2022-12-18}, author = {Hallgarten, Joe}, month = mar, year = {2020}, note = {Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JTXU7CPC 4869029:HJXJ9THI}, keywords = {⛔ No DOI found}, } @article{browne_evidence_2016, title = {Evidence on formative classroom assessment for learning}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13209}, abstract = {This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA.}, language = {en}, urldate = {2022-12-18}, author = {Browne, Evie}, month = oct, year = {2016}, note = {Accepted: 2017-09-15T15:28:03Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:FR9W3CQK 4869029:BCN3YZRU}, keywords = {⛔ No DOI found}, } @article{orrnert_evidence_2018, title = {Evidence on {Inequalities} in {Rwanda}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14187}, abstract = {This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010).}, language = {en}, urldate = {2022-12-18}, author = {Orrnert, Anna}, month = jul, year = {2018}, note = {Accepted: 2018-12-17T15:44:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:U3DT353D 4869029:UK69A8WM}, keywords = {⛔ No DOI found}, } @techreport{amenya_evidence_2022, title = {Evidence on {Programmes} that have {Supported} {School} {Return} for {Disadvantaged} {Adolescent} {Girls}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708}, abstract = {This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.}, language = {en}, urldate = {2022-12-18}, institution = {Institute of Development Studies}, author = {Amenya, Donvan}, month = may, year = {2022}, doi = {10.19088/K4D.2022.128}, note = {KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:HECG4DKR 4869029:NAKXLQVJ}, } @article{amenya_evidence_2022, title = {Evidence on {Programmes} that have {Supported} {School} {Return} for {Disadvantaged} {Adolescent} {Girls}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708}, doi = {10.19088/K4D.2022.128}, abstract = {This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.}, language = {en}, urldate = {2022-12-18}, author = {Amenya, Donvan}, month = may, year = {2022}, note = {Accepted: 2022-10-14T10:16:41Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:P5RWXQDL 4869029:SKHUAGD7}, } @article{fitzpatrick_evidence_2022, title = {Evidence on the {Impact} of {Population} {Growth} on {Education} {Financing} and {Provision} in {Tanzania}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17549}, doi = {10.19088/K4D.2022.072}, abstract = {Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70\% in the past five years, and enrolment at secondary level remains low (37\%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35\% of the education budget is spent on the top 10\% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachael}, month = feb, year = {2022}, note = {Accepted: 2022-07-18T07:18:55Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.072 2129771:CWVRYRMZ 4869029:7S3RCDEX}, } @article{el-zant_evolution_2001, title = {Evolution of galaxies with triaxial haloes}, volume = {276}, doi = {10.1023/A:1017557204175}, number = {2-4}, journal = {Astrophysics and Space Science}, author = {El-Zant, A. A.}, year = {2001}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1023/A:1017557204175 2129771:YGTHNX34}, pages = {1023--1030}, } @article{boateng_examination_2019, title = {Examination {Malpractice} in {Low}-{Income} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14771}, abstract = {This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts.}, language = {en}, urldate = {2022-12-18}, author = {Boateng, Pearl}, month = nov, year = {2019}, note = {Accepted: 2019-11-14T12:38:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:TN3TWG87 4869029:9THLYUTH}, keywords = {⛔ No DOI found}, } @article{agyei_examining_2014, title = {Examining factors affecting beginning teachers’ transfer of learning of {ICT}-enhanced learning activities in their teaching practice}, volume = {30}, copyright = {Copyright (c)}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/499}, doi = {10.14742/ajet.499}, abstract = {This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.}, language = {en}, number = {1}, urldate = {2020-09-28}, journal = {Australasian Journal of Educational Technology}, author = {Agyei, Douglas D. and Voogt, Joke}, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425905, \_\_finaldtb}, pages = {92--105}, } @article{akayuure_examining_2015, title = {Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers}, volume = {1}, url = {https://files.eric.ed.gov/fulltext/EJ1105197.pdf}, doi = {10.21890/ijres.69649}, abstract = {The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8\% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6\%, 58\% and 36\% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.}, language = {English}, number = {2}, journal = {International Journal of Research in Education and Science}, author = {Akayuure, Peter and Apawu, Jones}, year = {2015}, note = {Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, Foreign Countries, Ghana, Higher Education, Instructional Material Evaluation, Learning Modules, Mathematics Activities, Postsecondary Education, Preservice Teachers, Rating Scales, Scoring Rubrics, Statistical Analysis, Student Developed Materials, Usability, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098955, \_\_finaldtb}, pages = {101--110}, } @article{hennessy_examining_2020, title = {Examining overlap of included studies in meta-reviews: {Guidance} for using the corrected covered area index}, volume = {11}, copyright = {© 2019 John Wiley \& Sons, Ltd}, issn = {1759-2887}, shorttitle = {Examining overlap of included studies in meta-reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1390}, doi = {10.1002/jrsm.1390}, abstract = {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.}, language = {en}, number = {1}, urldate = {2021-04-17}, journal = {Research Synthesis Methods}, author = {Hennessy, Emily A. and Johnson, Blair T.}, year = {2020}, note = {\_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}, pages = {134--145}, } @article{harris_examining_2012, title = {Examining {Teachers}’ {Instructional} {Moves} {Aimed} at {Developing} {Students}’ {Ideas} and {Questions} in {Learner}-{Centered} {Science} {Classrooms}}, volume = {23}, issn = {1046-560X, 1573-1847}, url = {https://www.tandfonline.com/doi/full/10.1007/s10972-011-9237-0}, doi = {10.1007/s10972-011-9237-0}, abstract = {Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.}, language = {en}, number = {7}, urldate = {2022-12-25}, journal = {Journal of Science Teacher Education}, author = {Harris, Christopher J. and Phillips, Rachel S. and Penuel, William R.}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4}, pages = {769--788}, } @article{gokdas_examining_2017, title = {Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables}, volume = {17}, issn = {13030485}, url = {https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download}, doi = {10.12738/estp.2017.5.0322}, abstract = {The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.}, language = {English}, number = {5}, journal = {Kuram ve Uygulamada Egitim Bilimleri}, author = {Gokdas, Ibrahim and Torun, Fulya}, month = oct, year = {2017}, note = {Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ}, keywords = {Communication, Computers, Core curriculum, Early childhood education, Education, Educational technology, Knowledge, Learning, Mathematics, Pedagogy, Preschool education, Science education, Social research, Students, Teacher education, Teaching methods, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095985, \_\_finaldtb}, pages = {1733--1758}, } @phdthesis{weisel_examining_2017, type = {{PhD} {Thesis}}, title = {Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms}, school = {University of California, Los Angeles}, author = {Weisel, Derek}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5ZJG6DS9 2129771:YDMWF6VV}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Dominican Republic DOM, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{fast_examining_2022, title = {Examining the {Practices} and {Challenges} of {Distance} {Education} of {PhD} {Candidates} in the {Context} of {COVID}-19}, volume = {9}, copyright = {Copyright (c) 2022 Olha Fast, Olena Semenog, Myroslava Vovk, Nazar Buhaichuk, Galyna Golya}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/581}, abstract = {The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Fast, Olha and Semenog, Olena and Vovk, Myroslava and Buhaichuk, Nazar and Golya, Galyna}, month = mar, year = {2022}, note = {Number: 1}, keywords = {COVID-19 Pandemic, Distance Education/Learning, Health and Recreational Technologies, Online Learning Technologies, Training of PhD Candidates, ⛔ No DOI found}, pages = {73--88}, } @article{nomzamo_examining_2019, series = {Journal {Article}}, title = {Examining the service quality of administrative practices in {Technical} {Vocational} {Education} and {Training} ({TVET}) {Colleges} in {South} {Africa}}, doi = {10.31920/1750-4562/2019/14n2a9}, abstract = {The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service.}, journal = {African Journal of Business and Economic Research}, author = {Nomzamo, Monica Mpanza and Green, Paul and Sentoo, Naresh and {Cecile N. Gerwel Proches}}, editor = {Nomzamo, Monica Mpanza}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.31920/1750-4562/2019/14n2a9 2129771:2DIVW323 2129771:H64BVA76}, } @techreport{noauthor_example_nodate, title = {example}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E6SGHLGD}, } @techreport{alsheikh_theeb_examples_2021, type = {Helpdesk {Response}}, title = {Examples, {Good} {Practices} and {Recommendations} for {Engaging} {Girls} in {Sudan} {With} {E}-learning}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TSND6EBB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer}, month = oct, year = {2021}, doi = {10.5281/zenodo.5574342}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 2129771:HQNWXEGI 2405685:TSND6EBB}, keywords = {Helpdesk Response, \_r:AddedByZotZen}, } @incollection{fleischer_exbox-digitalpraxisorientiertes_2020, title = {{EXBOX}-{Digital}–{Praxisorientiertes} {Unterrichtskonzept} zum {Einsatz} digitaler {Medien} im {Chemie}-und {Physikunterricht}}, booktitle = {Neue {Impulse} in der {Naturwissenschaftsdidaktik}}, publisher = {Waxmann Verlag}, author = {Fleischer, Timo and Deibl, Ines and Strahl, Alexander and Moser, Stephanie and Maier, Simone Christine and Zumbach, Jörg}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:89X2VSBM}, keywords = {\_\_C:filed:1}, pages = {211--223}, } @misc{noauthor_executive_2017, title = {Executive {Secretary}'s {Office}}, url = {https://net.nbte.gov.ng/es%20office}, urldate = {2020-08-04}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RDZEPUBE}, } @techreport{world_bank_expanding_2016, title = {Expanding {Access} to {Early} {Childhood} {Development} {Using} {Interactive} {Audio} {Instruction}}, url = {http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf}, language = {EN}, urldate = {2020-04-04}, institution = {World Bank Group, Education Development Center}, author = {World Bank}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W9G8XTC7 2339240:TVG6KMYQ}, pages = {60}, } @article{kim_expanding_2022, title = {Expanding educational opportunities or widening learning inequalities? {Evidence} from national reform of pre-primary education in {Ethiopia}}, volume = {0}, issn = {0305-4985}, shorttitle = {Expanding educational opportunities or widening learning inequalities?}, url = {https://doi.org/10.1080/03054985.2022.2072824}, doi = {10.1080/03054985.2022.2072824}, abstract = {Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals.}, number = {0}, urldate = {2023-01-07}, journal = {Oxford Review of Education}, author = {Kim, Janice and Sabates, Ricardo}, month = may, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03054985.2022.2072824 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2022.2072824 2129771:MMWK9MH7}, keywords = {Educational reform, Ethiopia, early childhood education, educational inequality, nonparametric statistics}, pages = {1--20}, } @article{mendenhall_expanding_2018, title = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}: {Benefits} and {Challenges}.}, volume = {20}, url = {https://files.eric.ed.gov/fulltext/EJ1205676.pdf}, language = {en}, number = {2}, journal = {Current Issues in Comparative Education}, author = {Mendenhall, Mary and Skinner, Makala and Collas, Sophia and French, Sarah}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:QY9SRGKS 2405685:D5DWS5VN 2534378:2UDLI6HN 2534378:WARY35X2}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425895, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {9--23}, } @article{lukyanenko_expecting_2019, title = {Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content}, volume = {43}, doi = {10.25300/MISQ/2019/14439}, language = {en}, number = {2}, journal = {MIS Quarterly}, author = {Lukyanenko, R. and Parsons, J. and Wiersma, Y.F.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2019/14439 2129771:WGJ95DUP 2486141:HRH3FY9M}, keywords = {\_z:no\_pdf}, pages = {623--648}, } @article{zwart_experienced_2007, title = {Experienced teacher learning within the context of reciprocal peer coaching}, volume = {13}, shorttitle = {Experienced teacher learning within the context of reciprocal peer coaching}, url = {http://dx.doi.org/10.1080/13540600601152520}, doi = {10.1080/13540600601152520}, number = {2}, journal = {Teachers and Teaching: Theory and Practice}, author = {Zwart, R.C. and Wubbels, T. and Bergen, T.C.M. and Bolhuis, S.}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13540600601152520 10/c22ctv 2129771:2SJH9DV8 261495:HZKPTAR9}, pages = {165--187}, } @techreport{duflo_experimental_2021, address = {Cambridge, MA}, type = {Working paper}, title = {Experimental {Evidence} on {Alternative} {Policies} to {Increase} {Learning} at {Scale}}, url = {http://www.nber.org/papers/w27298.pdf}, language = {en}, number = {27298}, urldate = {2022-04-18}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = mar, year = {2021}, doi = {10.3386/w27298}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2129771:Y2CERDU7}, keywords = {C:Ghana, \_C:Ghana GHA}, pages = {w27298}, } @article{angrist_experimental_2022, title = {Experimental evidence on learning using low-tech when school is out}, volume = {6}, copyright = {2022 The Author(s), under exclusive licence to Springer Nature Limited}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01381-z}, doi = {10.1038/s41562-022-01381-z}, abstract = {School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US\$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.}, language = {en}, number = {7}, urldate = {2024-03-13}, journal = {Nature Human Behaviour}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = jul, year = {2022}, note = {Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 4804264:E6Q82JZH 4804264:TLDM2B3K}, keywords = {Development studies, Economics, Education, Final\_citation}, pages = {941--950}, } @article{bold_experimental_2018, title = {Experimental evidence on scaling up education reforms in {Kenya}}, volume = {168}, issn = {0047-2727}, url = {https://www.sciencedirect.com/science/article/pii/S0047272718301518}, doi = {10.1016/j.jpubeco.2018.08.007}, abstract = {What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.}, urldate = {2023-10-26}, journal = {Journal of Public Economics}, author = {Bold, Tessa and Kimenyi, Mwangi and Mwabu, Germano and Ng’ang’a, Alice and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2129771:E864862Q 2486141:IUMRYMT8}, keywords = {Contract teachers, Education, External validity, Kenya, Randomized evaluation, State capacity}, pages = {1--20}, } @article{fairlie_experimental_2013, title = {Experimental {Evidence} on the {Effects} of {Home} {Computers} on {Academic} {Achievement} {Among} {Schoolchildren}.}, volume = {3}, url = {https://ssrn.com/abstract}, doi = {10.1257/app.5.3.211}, journal = {American Economic Journal: Applied Economics}, author = {Fairlie, Robert W. and Robinson, Jonathan}, year = {2013}, pages = {211--40}, } @article{gomez_experimental_2015, title = {Experimental impacts of a teacher professional development program in {Chile} on preschool classroom quality and child outcomes}, volume = {51}, journal = {Developmental psychology}, author = {Gomez, J. and Moreno, Lorenzo and Rolla, Andrea and D'Sa, Nikhit}, year = {2015}, keywords = {⛔ No DOI found}, pages = {309}, } @article{yoshikawa_experimental_2015, title = {Experimental {Impacts} of a {Teacher} {Professional} {Development} {Program} in {Chile} on {Preschool} {Classroom} {Quality} and {Child} {Outcomes}.}, url = {https://pubmed.ncbi.nlm.nih.gov/25706589/}, journal = {Gomez et al}, author = {Yoshikawa, Hirokazu and Leyva, Diana and Snow, Catherine E. and Ernesto Treviño, M.Barata and Weiland, Christina and J, Celia}, year = {2015}, keywords = {⛔ No DOI found}, } @article{wayne_experimenting_2008, title = {Experimenting {With} {Teacher} {Professional} {Development}: {Motives} and {Methods}}, volume = {37}, issn = {0013-189X}, shorttitle = {Experimenting {With} {Teacher} {Professional} {Development}}, url = {https://doi.org/10.3102/0013189X08327154}, doi = {10.3102/0013189X08327154}, abstract = {A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.}, language = {en}, number = {8}, urldate = {2016-03-26}, journal = {Educational Researcher}, author = {Wayne, A. J. and Yoon, K. S. and Zhu, P. and Cronen, S. and Garet, M. S.}, month = nov, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2129771:2S34L8CP 2129771:DT6R2YTD 2405685:FDVV5CN4 261495:D8BKHHPB}, keywords = {C:United States / International}, pages = {469--479}, } @article{ganesh_expert_2018, title = {Expert comments on: {Are} children with low vision adapted to the visual environment in classrooms of mainstream schools?}, volume = {66}, shorttitle = {Expert comments on}, url = {https://journals.lww.com/ijo/fulltext/2018/66020/expert_comments_on__are_children_with_low_vision.26.aspx}, number = {2}, urldate = {2024-03-27}, journal = {Indian Journal of Ophthalmology}, author = {Ganesh, Sandra and Narendran, Kalpana}, year = {2018}, note = {Publisher: Medknow}, keywords = {⛔ No DOI found}, pages = {290}, } @techreport{mcburnie_expert_2020, title = {Expert {Consultation}: {Radio}-based {Education} in the {Philippines}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/YRC7UKWE}, number = {26}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = jul, year = {2020}, doi = {10.5281/zenodo.3469739}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2405685:25G275PG 2405685:YRC7UKWE 2339240:4DKQGFTT}, keywords = {Author:OpenDevEd, C:Philippines, F: Helpdesk response, H:Radio, LP: English, \_EdTechHub\_Output, \_r:ImportedToMyEducationEvidence, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{boyd_explaining_2005, title = {Explaining the {Short} {Careers} of {High}-{Achieving} {Teachers} in {Schools} with {Low}-{Performing} {Students}}, volume = {95}, issn = {0002-8282}, url = {https://www.aeaweb.org/articles?id=10.1257/000282805774669628}, doi = {10.1257/000282805774669628}, language = {en}, number = {2}, urldate = {2021-03-07}, journal = {American Economic Review}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = may, year = {2005}, keywords = {Analysis of Education, Public Sector Labor Markets, \_C:Georgia GEO, \_C:Norway NOR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {166--171}, } @misc{noauthor_exploration_nodate, title = {Exploration of the {Use} of {Computer}-{Mediated} {Communications} to {Support} the {Face}-to-{Face} {Collaborative} {Efforts} of a {Sixth}-{Grade} {Professional} {Learning} {Community}}, url = {https://www.proquest.com/docview/2185959283}, abstract = {Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.}, language = {en}, urldate = {2021-06-25}, } @misc{noauthor_explore_nodate, title = {Explore {KaiOS} • {Devices}}, url = {https://www.kaiostech.com/explore/devices/}, abstract = {the mobile OS for smart feature phone to enable tomorrow}, language = {en-US}, urldate = {2023-03-14}, journal = {KaiOS}, } @misc{noauthor_explore_nodate, title = {Explore {SEL}}, url = {http://exploresel.gse.harvard.edu/Explore SEL}, abstract = {Navigate the complex field of social and emotional learning.}, language = {en}, urldate = {2022-03-31}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SF4FKK86}, } @article{noauthor_exploring_2019, title = {Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability}, volume = {100}, doi = {10.1016/j.jbusres.2019.01.017}, language = {en}, journal = {Journal of Business Research}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jbusres.2019.01.017 2129771:YES52NPW 2486141:SLBQNFI4}, pages = {469--474}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @phdthesis{dube_exploring_2019, type = {{PhD} {Thesis}}, title = {Exploring {Business} {Studies} teachers’ perspectives on teaching {Grade} 12 learners for {Entrepreneurship}.}, author = {Dube, Zinhle Thabisile Angeline}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:China CHN, \_C:Finland FIN, \_C:India IND, \_C:Kenya KEN, \_C:Mozambique MOZ, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Portugal PRT, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{cele_exploring_2019, type = {{PhD} {Thesis}}, title = {Exploring first-year students’ experiences of using {Moodle} in learning an accounting undergraduate module at a {South} {African} {University}}, author = {Cele, Siyabonga Alpheos}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P5CDJ2SU}, keywords = {\_C:Australia AUS, \_C:Georgia GEO, \_C:Greece GRC, \_C:India IND, \_C:Korea XKOR, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Poland POL, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{moore_exploring_2018, title = {Exploring {Five} {Online} {Collaboration} {Tools} to {Facilitate} a {Professional} {Learning} {Community}}, volume = {62}, copyright = {TechTrends is a copyright of Springer, (2018). All Rights Reserved.}, issn = {87563894}, url = {https://www.proquest.com/docview/2025508467/abstract/DB60C5EA3FB141E6PQ/1}, doi = {10.1007/s11528-018-0288-3}, abstract = {Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.}, language = {English}, number = {6}, urldate = {2021-06-27}, journal = {TechTrends}, author = {Moore, Julie A.}, month = nov, year = {2018}, note = {Num Pages: 612-617 Place: Washington, Netherlands Publisher: Springer Nature B.V.}, keywords = {Critical friends group, Online learning, Professional development, Professional learning community, Virtual community}, pages = {612--617}, } @article{scalf_exploring_2020, title = {Exploring {How} {Preschoolers} {Use} {IPads} to {Develop} {Phonemic} {Awareness}: {A} {Case} {Study}}, shorttitle = {Exploring {How} {Preschoolers} {Use} {IPads} to {Develop} {Phonemic} {Awareness}}, author = {Scalf, Patricia Pounds}, year = {2020}, note = {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}, } @article{hembre_exploring_2019, title = {Exploring {iPad} {Integration} in {Primary} {Schools}: {The} {Interaction} of {Policy}-{Initiated} {Reforms}, {Availability} {Assemblages}, and {Non}-{Digital} {Materials}}, volume = {51}, shorttitle = {Exploring {iPad} {Integration} in {Primary} {Schools}}, doi = {10.1080/15391523.2019.1646680}, number = {4}, journal = {Journal of Research on Technology in Education}, author = {Hembre, Oda Julie}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2019.1646680 2129771:PRQHT8AA}, keywords = {\_\_C:filed:1}, pages = {342--355}, } @article{zennaro_exploring_2021, title = {Exploring machine learning potential for climate change risk assessment}, volume = {220}, url = {https://www.sciencedirect.com/science/article/pii/S0012825221002531}, doi = {10.1016/j.earscirev.2021.103752}, urldate = {2024-02-24}, journal = {Earth-Science Reviews}, author = {Zennaro, Federica and Furlan, Elisa and Simeoni, Christian and Torresan, Silvia and Aslan, Sinem and Critto, Andrea and Marcomini, Antonio}, year = {2021}, note = {Publisher: Elsevier}, pages = {103752}, } @misc{weeks_exploring_2021, title = {Exploring {Math} {Education} {Relations} by {Analyzing} {Large} {Data} {Sets} {II}. {Research} {Memorandum}. {ETS} {RM}-21-02.}, url = {https://eric.ed.gov/?id=ED617566}, urldate = {2024-03-01}, journal = {Educational Testing Service}, author = {Weeks, Jonathan and Baron, Patricia}, year = {2021}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:BIWU7Z9D}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{ata_exploring_2019, title = {Exploring relationships between {Kolb}'s learning styles and mobile learning readiness of pre-service teachers: a mixed study}, volume = {24}, issn = {13602357}, url = {http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1}, doi = {10.1007/s10639-018-9835-y}, abstract = {The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36\%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29\%) participants were with the diverging learning style, 73 (20.85\%) were with the converging learning style and 59 (16.85\%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {Education and Information Technologies}, author = {Ata, Rıdvan and Cevik, Mustafa}, month = mar, year = {2019}, note = {Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2405685:98J9QFGS 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ}, keywords = {COGNITIVE styles, Cognitive Style, Cognitive style, Computers--Information Science And Information Theory, Content Analysis, EDUCATIONAL programs, ERIC, Current Index to Journals in Education (CIJE), Educational Attainment, Foreign Countries, Gender Differences, Handheld Devices, Higher Education, Income, Independent Study, Independent study, Kolb's learning styles, Kolb’s learning styles, LEARNING readiness, Learning Readiness, Learning Style Inventory, MOBILE learning, Measures (Individuals), Mobile learning, Mothers, Positive Attitudes, Postsecondary Education, Pre-service teachers, Preservice Teachers, STUDENT teachers, Self Efficacy, Structural Equation Models, Structural equation modelling, Student Attitudes, Teacher Education Programs, Telecommunications, Turkey, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095788, \_\_finaldtb}, pages = {1351--1377}, } @article{zee_exploring_2020, title = {Exploring relationships between teachers and students with diagnosed disabilities: {A} multi-informant approach}, volume = {66}, issn = {0193-3973}, shorttitle = {Exploring relationships between teachers and students with diagnosed disabilities}, url = {https://www.sciencedirect.com/science/article/pii/S0193397319300772}, doi = {10.1016/j.appdev.2019.101101}, abstract = {This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Applied Developmental Psychology}, author = {Zee, Marjolein and de Bree, Elise and Hakvoort, Britt and Koomen, Helma M. Y.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101101 2129771:975FSIMS}, keywords = {ADHD, ASD, Dyslexia, Multi-informant approach, Student–teacher relationship}, pages = {101101}, } @article{nkhata_exploring_2019, title = {Exploring selected theories applicable to educational disciplines and social sciences research.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6093/ExploringSelectedTheoriesApplicabletoEducationalDisciplinesandSocialSciencesResearch.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Nkhata, Bentry and Mkandawire, Sitwe Benson and Nachiyunde, Kabunga and Phiri-Nalube, Patricia and Kaani, Bestern and Mulenga, Innocent Mutale and Phiri, Chidongo and Chileshe, Bernard and Sichula, Noah Kenny and Sikayomya, Patrick}, year = {2019}, note = {Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)}, keywords = {⛔ No DOI found}, } @article{iachini_exploring_2013, title = {Exploring {Students}' {Perceptions} of {Academic} {Disengagement} and {Reengagement} in a {Dropout} {Recovery} {Charter} {School} {Setting}}, volume = {35}, issn = {1532-8759}, url = {https://academic.oup.com/cs/article/35/2/113/501691}, doi = {10.1093/cs/cdt005}, abstract = {Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro}, language = {en}, number = {2}, urldate = {2020-11-17}, journal = {Children \& Schools}, author = {Iachini, Aidyn L. and Buettner, Cynthia and Anderson-Butcher, Dawn and Reno, Rebecca}, month = apr, year = {2013}, note = {Publisher: Oxford Academic KerkoCite.ItemAlsoKnownAs: 10.1093/cs/cdt005 2129771:W82JW4FM 2486141:T75B69AF}, keywords = {\_Added to LR, \_G:reviewed}, pages = {113--120}, } @article{alagaraja_exploring_2013, title = {Exploring technical vocational education and training systems in emerging markets: {A} case study on {Ghana}}, volume = {37}, issn = {2046-9012}, shorttitle = {Exploring technical vocational education and training systems in emerging markets}, url = {https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037}, doi = {10.1108/ejtd-04-2013-0037}, abstract = {Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.}, language = {en}, number = {9}, urldate = {2018-11-25}, journal = {European Journal of Training and Development}, author = {Alagaraja, Meera and Arthur-Mensah, Nana}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:emerging economies, F:curriculum, P:economy, P:human resources manager, P:measurement, R:case study, R:interview, R:observation, T:TVET, Z:Case studies, Z:Economic development, Z:Economic growth, Z:Emerging markets, Z:Globalization, Z:Human capital, Z:Human resource management, Z:Theory, Z:Workforce, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {835--850}, } @article{rebolledo_font_de_la_vall_exploring_2023, title = {Exploring the {Benefits} and {Challenges} of {AI}-{Language} {Learning} {Tools}}, volume = {10}, doi = {10.18535/ijsshi/v10i01.02}, abstract = {AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.}, journal = {International Journal of Social Sciences and Humanities Invention}, author = {Rebolledo Font de la Vall, Roxana and Gonzalez Araya, Fabian}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2129771:7XS9MNF3 2405685:5DI6FYSP 2486141:SRGMXZD2}, pages = {7569--7576}, } @article{kay_exploring_2011, title = {Exploring the {Benefits} and {Challenges} of {Using} {Laptop} {Computers} in {Higher} {Education} {Classrooms}: {A} {Formative} {Analysis}}, volume = {37}, issn = {1499-6677}, shorttitle = {Exploring the {Benefits} and {Challenges} of {Using} {Laptop} {Computers} in {Higher} {Education} {Classrooms}}, url = {https://www.learntechlib.org/p/42756/}, doi = {10.21432/T2S598}, abstract = {Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...}, language = {en}, number = {1}, urldate = {2020-04-21}, journal = {Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie}, author = {Kay, Robin and Lauricella, Sharon}, month = apr, year = {2011}, note = {Publisher: Canadian Network for Innovation in Education KerkoCite.ItemAlsoKnownAs: 10.21432/T2S598 2129771:I6H3W8QX}, } @article{yorke_exploring_2021, title = {Exploring the dynamics of female rural-urban migration for secondary education in {Ethiopia}}, volume = {0}, issn = {0305-7925}, url = {https://doi.org/10.1080/03057925.2021.1951665}, doi = {10.1080/03057925.2021.1951665}, abstract = {Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise.}, number = {0}, urldate = {2022-04-18}, journal = {Compare: A Journal of Comparative and International Education}, author = {Yorke, Louise and Gilligan, Robbie and Alemu, Eyerusalem}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2021.1951665 KerkoCite.ItemAlsoKnownAs: 2129771:3GRSIMNZ 2129771:PSDUISSU}, keywords = {Ethiopia, Girls’ secondary education, empowerment, female rural-urban migration, marriage}, pages = {1--17}, } @misc{noauthor_exploring_nodate, title = {Exploring the {EdTech} {Testbed} {Ecosystem}}, url = {https://www.edtecheurope.org/news/exploring-the-edtech-testbed-ecosystem}, abstract = {Exploring the necessary components of the European Edtech Testbed Ecosystem}, language = {en-US}, urldate = {2023-02-02}, journal = {European Edtech Alliance}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5T667YZG}, } @article{ngalawa_exploring_2015, title = {Exploring the {Emergence} of {Community} {Support} for {School} and {Encouragement} of {Innovation} for {Improving} {Rural} {School} {Performance}: {Lessons} {Learned} at {Kitamburo} in {Tanzania}}, volume = {2}, copyright = {Copyright (c) 2015 Global Education Review}, issn = {2325-663X}, shorttitle = {Exploring the {Emergence} of {Community} {Support} for {School} and {Encouragement} of {Innovation} for {Improving} {Rural} {School} {Performance}}, url = {http://ger.mercy.edu/index.php/ger/article/view/176}, abstract = {This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, \& Eaker, 2008; Fullan, Hill \&Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.}, language = {en}, number = {4}, urldate = {2017-04-06}, journal = {Global Education Review}, author = {Ngalawa, Athanas August and Simmt, Elaine and Glanfield, Florence}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:76XSWU4V 261495:MG4BUED8}, keywords = {⛔ No DOI found}, } @article{martin_exploring_2016, title = {Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( {\textless}span style="font-variant:small-caps;"{\textgreater}{ASD}{\textless}/span{\textgreater} )}, volume = {16}, issn = {1471-3802, 1471-3802}, shorttitle = {Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( {\textless}span style="font-variant}, url = {https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12092}, doi = {10.1111/1471-3802.12092}, abstract = {In 2010, the C enters for D isease C ontrol ( CDC ) reported a 1600\% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder ( ASD ). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria ( DC ) for incorporation into the physical classroom environment used by children with ASD . The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD . Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD .}, language = {en}, number = {4}, urldate = {2024-03-27}, journal = {Journal of Research in Special Educational Needs}, author = {Martin, Caren S.}, month = oct, year = {2016}, pages = {280--298}, } @article{ntim_exploring_2013, title = {Exploring the mismatch between teacher demand-supply in sub-{Saharan} {Africa}: {Ghana} as case study}, url = {http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2}, doi = {10.5901/mjss.2013.v4n1p273}, abstract = {This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40\% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.}, language = {en}, journal = {Mediterranean Center of Social and Educational Research}, author = {Ntim, , S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:incentives, F:learning, F:motivation, F:remuneration, F:teaching, P:economy, P:services, P:teacher education, P:teachers, Q:higher education, R:case study, T:career, Z:Higher education, Z:Teacher career, Z:Teacher deployment, Z:Teacher education, Z:Teacher motivation, \_C:Ghana GHA, publicImportV1, ⚠️ Invalid DOI}, } @article{joubert_m_exploring_2018, title = {Exploring the {Perspectives} of {Participants} of {Two} {Mathematics} {Professional} {Development} {Courses} in {South} {Africa}: {Personal}, {Professional} and {Community} {Outcomes}}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {{Joubert M.} and {Kenny S.}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:JQJSVUIA}, } @article{hansen_exploring_2020, title = {Exploring the {Potential} of {3D}-printing in {Biological} {Education}: {A} {Review} of the {Literature}}, volume = {60}, issn = {1540-7063}, shorttitle = {Exploring the {Potential} of {3D}-printing in {Biological} {Education}}, url = {https://doi.org/10.1093/icb/icaa100}, doi = {10.1093/icb/icaa100}, abstract = {Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students’ lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.}, number = {4}, urldate = {2022-04-05}, journal = {Integrative and Comparative Biology}, author = {Hansen, Alexandria K and Langdon, Taylor R and Mendrin, Lukyon W and Peters, Kaylin and Ramos, Jose and Lent, David D}, month = oct, year = {2020}, pages = {896--905}, } @article{bukhsh_exploring_2015, title = {Exploring the {Role} of {Distributed} {Learning} in {Distance} {Education} at {Allama} {Iqbal} {Open} {University}: {Academic} {Challenges} at {Postgraduate} {Level}}, volume = {16}, issn = {1302-6488}, shorttitle = {Exploring the {Role} of {Distributed} {Learning} in {Distance} {Education} at {Allama} {Iqbal} {Open} {University}}, url = {http://dergipark.gov.tr/doi/10.17718/tojde.00342}, doi = {10.17718/tojde.00342}, abstract = {Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100\% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.}, language = {en}, number = {1}, urldate = {2018-06-09}, journal = {Turkish Online Journal of Distance Education}, author = {Bukhsh, Qadir and Chaudhary, Muhammad Ajmal}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.00342 10/gf62h3 2129771:539U4TUB}, keywords = {\_C:Germany DEU, \_C:India IND, \_C:Pakistan PAK, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{iqbal_exploring_2019, title = {Exploring the use of {Augmented} {Reality} in a {Kinesthetic} {Learning} {Application} {Integrated} with an {Intelligent} {Virtual} {Embodied} {Agent}}, doi = {10.1109/ISMAR-Adjunct.2019.00018}, booktitle = {2019 {IEEE} {International} {Symposium} on {Mixed} and {Augmented} {Reality} {Adjunct} ({ISMAR}-{Adjunct})}, publisher = {IEEE}, author = {Iqbal, Muhammad Zahid and Mangina, Eleni and Campbell, Abraham G.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ISMAR-Adjunct.2019.00018 2129771:9GNWPPHJ}, keywords = {\_\_C:filed:1}, pages = {12--16}, } @article{cooshna-naik_exploring_2022, title = {Exploring the {Use} of {Tweets} and {Word} {Clouds} as {Strategies} in {Educational} {Research}}, volume = {9}, copyright = {Copyright (c) 2022 Dorothy Cooshna-Naik}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/541}, abstract = {This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Cooshna-Naik, Dorothy}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Educational research, Multimodal Texts, Tweets, Word Clouds, ⛔ No DOI found}, pages = {89--103}, } @article{falloon_exploring_2014, title = {Exploring young students’ talk in {iPad}-supported collaborative learning environments}, volume = {77}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131514000931}, doi = {10.1016/j.compedu.2014.04.008}, journal = {Computers \& Education}, author = {Falloon, Garry and Khoo, Elaine}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.04.008 10/f59djk 2129771:RTLLXK27 257089:FUNNS6HX}, pages = {13--28}, } @inproceedings{hussain_extending_2018, title = {Extending a conventional chatbot knowledge base to external knowledge source and introducing user based sessions for diabetes education}, doi = {10.1109/WAINA.2018.00170}, booktitle = {2018 32nd {International} {Conference} on {Advanced} {Information} {Networking} and {Applications} {Workshops} ({WAINA})}, publisher = {IEEE}, author = {Hussain, Shafquat and Athula, Ginige}, year = {2018}, pages = {698--703}, } @incollection{james_extending_2020, address = {Cham}, series = {{SpringerBriefs} in {Economics}}, title = {Extending the {Experience} to {Sub}-{Saharan} {Africa}}, isbn = {978-3-030-62212-1}, url = {https://doi.org/10.1007/978-3-030-62212-1_4}, abstract = {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.}, language = {en}, urldate = {2022-08-13}, booktitle = {The {Impact} of {Smart} {Feature} {Phones} on {Development}: {Internet}, {Literacy} and {Digital} {Skills}}, publisher = {Springer International Publishing}, author = {James, Jeffrey}, editor = {James, Jeffrey}, year = {2020}, doi = {10.1007/978-3-030-62212-1_4}, keywords = {India, Replication, Smart feature phones}, pages = {45--54}, } @article{al-homoud_extensive_2009, title = {Extensive reading in a challenging environment: {A} comparison of extensive and intensive reading approaches in {Saudi} {Arabia}}, volume = {13}, issn = {13621688 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350532188&doi=10.1177%2f1362168809341508&partnerID=40&md5=89db14894e026e2f759ef2b7e25bf120}, doi = {10.1177/1362168809341508}, abstract = {Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009.}, language = {English}, number = {4}, journal = {Language Teaching Research}, author = {Al-Homoud, F. and Schmitt, N.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1362168809341508 2129771:JFVR7F67 2339240:MR6VM54Y 2486141:LURBP7NR}, keywords = {Extensive reading, Intensive reading, Learner attitudes, Reading comprehension, Reading speed, Vocabulary acquisition, \_AcademicRecoveryOECS}, pages = {383--401}, } @techreport{duflo_external_2020, address = {Cambridge, MA}, title = {External {Validity}: {Four} {Models} of {Improving} {Student} {Achievement}}, shorttitle = {External {Validity}}, url = {http://www.nber.org/papers/w27298.pdf}, abstract = {Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.}, language = {en}, number = {w27298}, urldate = {2020-08-28}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2129771:ERLCNPWZ 2129771:FJMRQGTS 2405685:YXBSPAQ7}, keywords = {C:Ghana, \_\_C:filed:1}, pages = {w27298}, } @inproceedings{hake_extracting_2017, address = {Karlsruhe, Germany, May}, title = {Extracting business objects and activities from labels of {German} process models}, volume = {June 1}, language = {en}, booktitle = {Proceedings of the international conference on design science research in information system and technology}, author = {Hake, P. and Fettke, P. and Neumann, G.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X7JPRLIR 2486141:XH9BRVWC}, keywords = {⛔ No DOI found}, pages = {21--38}, } @article{akogun_eye_1992, title = {Eye {Lesions}, blindness and visual impairment in the {Taraba} {River} {Valley} {Nigeria} and their relation to onchocercal {Microfilariae} in skin}, volume = {51}, doi = {10.1016/0001-706X(92)90056-4}, language = {en}, journal = {Acta Tropica}, author = {Akogun, Oladele B}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F69GXRKJ 2129771:YFWTR35D 2486141:X3KQJUUJ}, pages = {143--149}, } @article{beach_eye_2019, title = {Eye tracking methodology for studying teacher learning: {A} review of the research}, volume = {42}, shorttitle = {Eye tracking methodology for studying teacher learning}, doi = {10.1080/1743727X.2018.1496415}, number = {5}, journal = {International Journal of Research \& Method in Education}, author = {Beach, Pamela and McConnel, Jen}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M}, pages = {485--501}, } @misc{bamf_fachkrafteeinwanderungsgesetz_nodate, title = {Fachkräfteeinwanderungsgesetz}, url = {https://www.BAMF.de/SharedDocs/Meldungen/DE/2021/210301-am-fachkraefteeinwanderungsgesetz.html;jsessionid=020A31AA113F06CFCED50FEAAF0D42D4.intranet672?nn=282772}, abstract = {Das am 1. März 2020 in Kraft getretene Fachkräfteeinwanderungsgesetz (FEG) ist ein Meilenstein der Bundesregierung zur Stärkung der qualifizierten Zuwanderung aus dem Ausland.}, language = {de}, urldate = {2022-05-03}, journal = {BAMF - Bundesamt für Migration und Flüchtlinge}, author = {BAMF}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B7M2CNQF 2486141:GD6HMUAY}, } @article{muller_facilitating_2021, title = {Facilitating flexible learning by replacing classroom time with an online learning environment: {A} systematic review of blended learning in higher education}, volume = {34}, issn = {1747-938X}, shorttitle = {Facilitating flexible learning by replacing classroom time with an online learning environment}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X21000178}, doi = {10.1016/j.edurev.2021.100394}, abstract = {Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.}, language = {en}, urldate = {2022-04-05}, journal = {Educational Research Review}, author = {Müller, Claude and Mildenberger, Thoralf}, month = nov, year = {2021}, keywords = {Blended learning, Flexible learning, Higher education, Learning effectiveness, Meta-analysis}, pages = {100394}, } @inproceedings{lucas_facilitating_2019, title = {Facilitating {Students}’ {Digital} {Competence}: {Did} {They} {Do} {It}?}, shorttitle = {Facilitating {Students}’ {Digital} {Competence}}, booktitle = {European {Conference} on {Technology} {Enhanced} {Learning}}, publisher = {Springer}, author = {Lucas, Margarida}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7CP6VZFL}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {3--14}, } @book{kaner_facilitators_2014, edition = {3}, title = {Facilitator's {Guide} to {Participatory} {Decision}-{Making}}, isbn = {978-1-118-42195-6}, abstract = {Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Kaner, Sam}, month = apr, year = {2014}, note = {Google-Books-ID: oGJiAwAAQBAJ}, keywords = {Business \& Economics / Decision-Making \& Problem Solving, Business \& Economics / General, Business \& Economics / Management, Business \& Economics / Organizational Development}, } @article{viriyapong_facing_2013, title = {Facing the challenges of the {One}-{Tablet}-{Per}-{Child} policy in {Thai} primary school education.}, volume = {4}, doi = {10.14569/ijacsa.2013.040928}, number = {9}, journal = {International Journal of Advanced Computer Science \& Applications}, author = {Viriyapong, Ratchada and Harfield, Antony}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.14569/ijacsa.2013.040928 10/gf62ht 2129771:5SZI5Q55 257089:WZKCJHII}, } @article{rabiu_haruna_factor_2019, title = {Factor {Analysis} of the {Challenges} and {Strategies} for {Effective} {Work}-{Based} {Learning} in {Nigerian} {Technical} and {Vocational} {Education}}, doi = {10.21831/jptk.v25i1.21743}, abstract = {This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25\% of the TVE firms in Northwest Nigeria are industrial technical firms, 22\% are computer/ICT, 19\% are business/distributive trade, 18 \% are home economics while about 16\% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach}, journal = {Jurnal Pendidikan Teknologi dan Kejuruan}, author = {{Rabiu Haruna} and {Yusri Bin Kamin}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21831/jptk.v25i1.21743 2129771:QUGE5Z6F}, } @article{cacciamani_factors_2018, title = {Factors {Affecting} {Students}' {Acceptance} of {Tablet} {PCs}: {A} {Study} in {Italian} {High} {Schools}}, volume = {50}, shorttitle = {Factors {Affecting} {Students}' {Acceptance} of {Tablet} {PCs}}, doi = {10.1080/15391523.2017.1409672}, number = {2}, journal = {Journal of Research on Technology in Education}, author = {Cacciamani, Stefano and Villani, Daniela and Bonanomi, Andrea and Carissoli, Claudia and Olivari, Maria Giulia and Morganti, Laura and Riva, Giuseppe and Confalonieri, Emanuela}, year = {2018}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2017.1409672 10/gdm2tf 2129771:6IJZMFTL 2129771:ETU2RI59}, keywords = {\_\_C:filed:1}, pages = {120--133}, } @article{sambo_factors_2016, title = {Factors affecting youth entrepreneurship development within {Kibera}, {Kenya}: {The} perspective of entrepreneurship education}, abstract = {© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3\% (250) returned for analysis.}, language = {en}, journal = {Problems and Perspectives in Management}, author = {Sambo, Wise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, P:economy, R:questionnaire, R:survey, T:Training, T:entrepreneurship education, Z:Entrepreneurship education, Z:Kibera, Z:Unemployment, Z:Youth entrepreneurship, publicImportV1, ❓ Multiple DOI}, } @phdthesis{alomary_factors_2017, type = {{PhD} {Thesis}}, title = {Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning}, school = {University of Southampton}, author = {Alomary, Azza}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ES7QIDR4 2129771:LNWZCWZC}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Libya LBY, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{khalid_factors_2014, title = {Factors influencing teachers’ level of participation in online communities}, volume = {7}, issn = {1913-9039, 1913-9020}, url = {https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities}, doi = {10.5539/ies.v7n13p23}, abstract = {The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.}, language = {en}, number = {13}, urldate = {2020-09-09}, journal = {International Education Studies}, author = {Khalid, Fariza and Joyes, Gordon and Ellison, Linda and Daud, Md Yusoff}, month = dec, year = {2014}, note = {Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096356, \_\_finaldtb}, pages = {23--32}, } @inproceedings{tiony_factors_2016, title = {Factors {Influencing} {The} {Adoption} {Of} {Flexible} {Teaching} {Approaches} {In} {Technical} {Training} {Institutions} {In} {Kenya}}, url = {http://oasis.col.org/handle/11599/2620}, abstract = {The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.}, language = {en}, author = {Tiony, AK and Ferej, A and Kitainge, K}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WGXD2WGI 2317526:SV2CLWAI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:inclusion, F:teaching approach, Q:ICT, Q:e-learning, Q:flexible, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{hanief_factors_2021, title = {Factors {Inhibiting} {Sports} {Lecturer}’s {Publication} {Productivity} in {International} {Journals}}, volume = {8}, copyright = {Copyright (c) 2021 Yulingga Nanda Hanief, Aridhotul Haqiyah, Mashuri Eko Winarno, Budiman Agung Pratama, Albadi Sinulingga}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/522}, abstract = {Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Hanief, Yulingga Nanda and Haqiyah, Aridhotul and Winarno, Mashuri Eko and Pratama, Budiman Agung and Sinulingga, Albadi}, month = nov, year = {2021}, note = {Number: 3}, keywords = {inhibitors, lectures, publications, sports, ⛔ No DOI found}, pages = {568--581}, } @techreport{vijil_factors_2022, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} {Review}}, shorttitle = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Bellinger, Amy and Godwin, Katie and Haßler, Björn and McBurnie, Chris}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VQAFGJXM 2486141:GAPIAY5G}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE}, } @techreport{vijil_factors_2022, type = {{HLR3} {Output}}, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MS3CKE8G}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Bellinger, Amy and Godwin, Katie and Haßler, Björn and McBurnie, Chris}, month = may, year = {2022}, doi = {10.5281/zenodo.6498098}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 2129771:XLDCZECC 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{cox_factors_2017, title = {Factors shaping lecturers’ adoption of {OER} at three {South} {African} universities}, copyright = {http://creativecommons.org/licenses/by/4.0/}, url = {https://open.uct.ac.za/handle/11427/26401}, abstract = {The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt – or not adopt – OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers’ OER adoption decisions, and how lecturers’ institutional cultures influence their OER use and creation choices. This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa’s university sector. Unique analytical tools – the OER adoption pyramid and OER adoption readiness tables – were developed to help with analysing and synthesising the data. Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors – infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition – which are further influenced by prevailing cultural and social variables. This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement. The dataset arising from this study can be accessed at: https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555}, language = {eng}, urldate = {2018-06-09}, author = {Cox, Glenda and Trotter, Henry}, month = aug, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:56DTNIIT}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{uzorka_faculty_2021, title = {Faculty {Members}’ {Communication} {Needs} with {Regards} to {Technology}}, volume = {8}, copyright = {Copyright (c) 2021 Afam Uzorka}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/444}, abstract = {Educators are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technology skilled workforce. In response to the interest in technology in education, and faculty members incorporating technology in their work, this study was launched to investigate the communication needs of faculty members. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed and entered into a database for analysis. Findings reported were about technology in communication. Concluding statements report that participants use technology in their communication. Faculty members look to early enablers to share best technology practices.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Uzorka, Afam}, month = mar, year = {2021}, note = {Number: 1}, keywords = {communication, e-mail, faculty members, technology, ⛔ No DOI found}, pages = {111--128}, } @article{masaiti_faculty_2021, title = {Faculty productivity in {Zambian} higher education in the face of internationalization: {Unpacking} research, publication and citation at the {University} of {Zambia}}, volume = {5}, shorttitle = {Faculty productivity in {Zambian} higher education in the face of internationalization}, url = {https://www.sotl-south-journal.net/index.php/sotls/article/view/180}, number = {1}, urldate = {2023-12-05}, journal = {Scholarship of Teaching and Learning in the South}, author = {Masaiti, Gift Masaiti and Mwila, Kennedy and Kulyambanino, Cecilia and Njobvu, Tommie}, year = {2021}, keywords = {❓ Multiple DOI}, pages = {66--86}, } @article{masaiti_faculty_2021, title = {Faculty productivity in {Zambian} higher education in the face of internationalization: {Unpacking} research, publication and citation at the {University} of {Zambia}}, volume = {5}, shorttitle = {Faculty productivity in {Zambian} higher education in the face of internationalization}, url = {https://www.sotl-south-journal.net/index.php/sotls/article/view/180}, number = {1}, urldate = {2023-12-05}, journal = {Scholarship of Teaching and Learning in the South}, author = {Masaiti, Gift Masaiti and Mwila, Kennedy and Kulyambanino, Cecilia and Njobvu, Tommie}, year = {2021}, keywords = {❓ Multiple DOI}, pages = {66--86}, } @techreport{kaffenberger_failing_2020, title = {Failing to {Plan}? {Estimating} the {Impact} of {Achieving} {Schooling} {Goals} on {Cohort} {Learning}}, shorttitle = {Failing to {Plan}?}, url = {https://www.riseprogramme.org/publications/working-paper-20038-failing-plan-estimating-impact-achieving-schooling-goals-cohort}, abstract = {The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.}, language = {en}, urldate = {2020-09-15}, institution = {Research on Improving Systems of Education (RISE)}, author = {Kaffenberger, Michelle and Pritchett, Lant}, month = may, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/038}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/038 2129771:VK7GVQTN 2486141:HKCDKRJQ}, keywords = {\_final\_bib}, } @book{reich_failure_2020, address = {Cambridge, Massachusetts}, title = {Failure to {Disrupt}: {Why} {Technology} {Alone} {Can}’t {Transform} {Education}}, isbn = {978-0-674-08904-4}, shorttitle = {Failure to {Disrupt}}, url = {https://www.degruyter.com/document/doi/10.4159/9780674249684/html}, language = {Inglés}, publisher = {Harvard University Press}, author = {Reich, Justin}, month = sep, year = {2020}, doi = {10.4159/9780674249684}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JRTN7ML9 2129771:ZHVMB7E7}, } @article{ali_fallacy_2021, title = {Fallacy of summer overheating in the hot-dry climate: a case study of learning environments in {Kano}, {Nigeria}}, volume = {3}, language = {en}, number = {1}, journal = {AJEES, African Journal of Earth and Environmental Sciences}, author = {Ali, S.M.}, year = {2021}, keywords = {⛔ No DOI found}, pages = {521 -- 532}, } @article{gu_family_2021, title = {Family conditions and the accessibility of online education: the digital divide and mediating factors}, volume = {13}, shorttitle = {Family conditions and the accessibility of online education}, doi = {10.3390/su13158590}, number = {15}, journal = {Sustainability}, author = {Gu, Jiafeng}, year = {2021}, note = {Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su13158590 2129771:N2TBLTRJ}, pages = {8590}, } @article{ermisch_family_2001, title = {Family matters: {Impacts} of family background on educational attainments}, volume = {68}, doi = {10.1111/1468-0335.00239}, journal = {Economica}, author = {Ermisch, John and Francesconi, Marco}, year = {2001}, pages = {137--56}, } @article{tudunwada_farmers_2018, title = {Farmers’ {Characteristics} and {Cropping} {Diversity} in {Smallholder} {Farms} in a {Rural} {Community} of {Kano} {Close} – {Settled} {Zone}, {Nigeria}}, volume = {19}, language = {en}, number = {4}, journal = {The Nigerian Journal of Agricultural Extension}, author = {Tudunwada, I.Y. and Momale, S.B.Badamasi and M.M., Jibrin and {J.M.} and Ajeigbe, H.A.}, year = {2018}, keywords = {⛔ No DOI found}, pages = {0331 -- 7757}, } @misc{noauthor_fawe_nodate, title = {{FAWE} - {Forum} for {African} {Women} {Educationalists}}, url = {http://fawe.org/home/}, abstract = {Who We Are The Forum for African Women Educationalists (FAWE) is a pan-African Non-Government Organisation founded in 1992 by five women ministers of education to promote girls’ and women’s education in sub-Saharan Africa in line with Education for All. The organisation’s members include female ministers of education, university vice-chancellors, education policy-makers,}, language = {en-GB}, urldate = {2019-01-15}, journal = {Forum for African Women Educationalists: FAWE}, note = {UA-a5124ef3-f899-4b1d-8971-5e01c8e9f165 KerkoCite.ItemAlsoKnownAs: 2129771:Q6CP4W5J 2317526:NRBWUS7P}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @article{miller_feasibility_2020, title = {Feasibility of satellite image and {GIS} sampling for population representative surveys: a case study from rural {Guatemala}}, volume = {19}, issn = {1476-072X}, shorttitle = {Feasibility of satellite image and {GIS} sampling for population representative surveys}, url = {https://doi.org/10.1186/s12942-020-00250-0}, doi = {10.1186/s12942-020-00250-0}, abstract = {Population-representative household survey methods require up-to-date sampling frames and sample designs that minimize time and cost of fieldwork especially in low- and middle-income countries. Traditional methods such as multi-stage cluster sampling, random-walk, or spatial sampling can be cumbersome, costly or inaccurate, leading to well-known biases. However, a new tool, Epicentre’s Geo-Sampler program, allows simple random sampling of structures, which can eliminate some of these biases. We describe the study design process, experiences and lessons learned using Geo-Sampler for selection of a population representative sample for a kidney disease survey in two sites in Guatemala.}, language = {en}, number = {1}, urldate = {2022-04-18}, journal = {International Journal of Health Geographics}, author = {Miller, Ann C. and Rohloff, Peter and Blake, Alexandre and Dhaenens, Eloin and Shaw, Leah and Tuiz, Eva and Grandesso, Francesco and Mendoza Montano, Carlos and Thomson, Dana R.}, month = dec, year = {2020}, keywords = {Guatemala, Population-representative study, Sample selection, Sampling frame, Simple random sample}, pages = {56}, } @article{prager_feasibility_2012, title = {Feasibility of training {Zambian} nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices}, url = {https://www.sciencedirect.com/science/article/pii/S0020729212000902}, doi = {10.1016/j.ijgo.2012.01.013}, abstract = {Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.}, language = {en}, journal = {International Journal of Gynecology \& Obstetrics}, author = {Prager, Sarah and Gupta, Pratima and Chilambwe, Jully and Vwalika, Bellington and Neukom, Josselyn and Siamwanza, Nomsa and Eber, Maxine and Blumenthal, Paul D.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:learning, F:pedagogy, F:standards, F:teaching, F:women, P:nurse, P:services, T:Training, T:competency-based training, T:trainee, Z:Competency-based training, Z:Contraception, Z:Family planning, Z:Postpartum intrauterine device, Z:Postplacental intrauterine device, Z:Training model, publicImportV1}, } @misc{noauthor_feather_nodate, title = {Feather}, url = {https://www.adafruit.com/category/943}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7EF3PALU 4682641:7X2RDQYX}, } @phdthesis{heyman_features_2017, type = {{PhD} {Thesis}}, title = {Features of {iPad} language applications for speech-language therapy with children}, author = {Heyman, Nikki}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ZM4YRJR 2129771:4CY5A3GY}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:India IND, \_C:Japan JPN, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{akogun_febrile_2012, title = {Febrile illness experience among {Nigerian} nomads}, volume = {11}, language = {en}, number = {5}, journal = {International Journal for Equity in Health}, author = {Akogun, O.B and Gundiri, M.A and Badaki, J.A. and Njobdi, S.Y and Adesina, Adedoyin and Ogundahunsi, O.T.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EITLG2K3 2129771:XL2QM7RI 2486141:WRZMENW8}, keywords = {⛔ No DOI found}, } @article{gundiri_febrile_2012, title = {Febrile illness experience among {Nigerian} nomads}, volume = {11}, language = {en}, number = {5}, journal = {International Journal for Equity in Health}, author = {Gundiri, M.A and Badaki, J.A. and Njobdi, S.Y and Adesina, A.A and Ogundahunsi, O.T. and Akogun, Oladele B}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GCYI4FLH 2129771:JTVZBJW6 2486141:K8ZSG4ED}, keywords = {⛔ No DOI found}, } @misc{noauthor_federal_nodate, title = {Federal {Colleges} of {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/F/Federal-Colleges-of-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIXNU7RZ}, } @misc{bibb_federal_nodate, title = {Federal {Institute} for {Vocational} {Education} and {Training} ({BIBB}) - {Germany}}, url = {https://www.bibb.de/en/12303.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {en}, urldate = {2021-09-04}, journal = {BIBB - Tasks of the Inter-company vocational training centres}, author = {{BIBB}}, } @misc{noauthor_federal_nodate, title = {Federal {Ministry} of {Education}}, url = {https://education.gov.ng/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S2MV4ZGI}, } @misc{government_of_nigeria_federal_nodate, title = {Federal {Ministry} of {Education}}, url = {http://www.education.gov.ng/}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-cbc3192a-d7cc-4477-ad25-3dcfb40c8720 KerkoCite.ItemAlsoKnownAs: 2129771:ZCU57253 2317526:556I77B6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{noauthor_federal_nodate, title = {Federal {Polytechnics} {Act}}, url = {http://www.lawnigeria.com/LFN/F/Federal-Polytechnics-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FCDXYFIT}, } @article{bakani_feeding_nodate, title = {Feeding {Our} {Future}: {Policy} {Options} {For} {Establishing} {And} {Expanding} {School} {Meal} {Programs} {In} {Bulilima} {District}, {Zimbabwe}}, shorttitle = {Feeding {Our} {Future}}, author = {Bakani, Mathe}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FQPYFYY8 4502395:2YY33PH4 4502395:NCRE5D98}, keywords = {⛔ No DOI found}, } @article{bowell_feminist_2019, title = {Feminist {Standpoint} {Theory}}, issn = {ISSN 2161-0002}, url = {https://www.iep.utm.edu/fem-stan/#SH7a}, urldate = {2019-07-02}, journal = {Internet Encyclopedia of Philosophy}, author = {Bowell, Tracy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NJ66HD5T}, } @misc{government_of_south_africa_feti_nodate, title = {{FETI} - {Further} {Education} and {Training} {Institute}}, url = {http://www.feti.ac.za/}, language = {English}, urldate = {2018-12-06}, author = {{Government of South Africa}}, note = {UA-9f416847-09c6-472b-8aed-ab11c0ba7256 KerkoCite.ItemAlsoKnownAs: 2129771:JP4LGFI6 2317526:FDCV7GLZ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @misc{feynman_ai_feynman_nodate, title = {Feynman {AI}}, url = {https://www.feynman.ai/}, abstract = {Feynman - An AI assistant to make reading, writing and understanding academic literature easier.}, language = {en}, urldate = {2024-01-20}, author = {{Feynman AI}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVLXUBEE 2405685:ESU9HV8I 2486141:QG8TKAW3}, } @techreport{mattson_field-based_2006, address = {London}, title = {Field-based models of primary teacher training; case studies of student support systems form sub-{Saharan} {Africa}}, institution = {DfID}, author = {Mattson, E}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DRVA6F6H 261495:KW74V2SM}, } @misc{noauthor_figure_nodate, title = {Figure 4.7: {The} iterative processes of qualitative data analysis...}, shorttitle = {Figure 4.7}, url = {https://www.researchgate.net/figure/The-iterative-processes-of-qualitative-data-analysis-through-grounded-theory-data_fig14_301228759}, abstract = {Download scientific diagram {\textbar} 7: The iterative processes of qualitative data analysis through grounded theory data analysis techniques from publication: PhD Thesis: Exploring the role of Short Food Supply Chains in Enhancing the livelihoods of small-scale food producers: Evidence from The UK and The Gambia {\textbar} PhD Thesis (2011-2015), Coventry University {\textbar} Livelihoods, Food Supply and Supply Chain {\textbar} ResearchGate, the professional network for scientists.}, language = {en}, urldate = {2022-03-02}, journal = {ResearchGate}, } @misc{noauthor_final_nodate, title = {{FINAL} 010420 {Joe} {Hallgarten} 793 mitigating\_education\_effects\_of\_disease\_outbreaks.docx}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S5J97FNM}, } @techreport{institute_for_development_final_nodate, title = {Final {Evaluation} of the {Project}: {Increasing} {Access}, {Retention} and {Performance} in {Primary} {Education}: {Implemented} by {Child} to {Child} \& the {Pikin}-{To}-{Pikin} {Movement} {Kailahun} {District}, {Sierra} {Leone}, 2011-2016}, url = {http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf}, urldate = {2020-12-15}, author = {{Institute for Development}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E7BAZ8BI 2405685:CRQUMLFF}, keywords = {\_C:Sierra Leone SLE}, } @techreport{schulze_final_2019, title = {Final {Evaluation} {Report}: {Evaluation} of {Africa} {Educational} {Trust}’s {Speak} {Up} {II} in {South} {Sudan}}, url = {https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf}, urldate = {2020-04-04}, author = {Schulze, Charles}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs:2129771:4KGVFBW7}, } @techreport{khalayleh_final_2021, title = {Final report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/6T2RCX4X}, number = {2}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540043}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG}, keywords = {Author:Haßler, Author:OpenDevEd, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:b}, } @techreport{hasler_final_2021, address = {Cambridge, UK}, title = {Final {Report} and {Recommendations}}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:8Z9KY58A}, keywords = {Final\_citation, cited, existing}, } @techreport{hasler_final_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Final {Report} and {Recommendations}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TD6VRUSA}, number = {6}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4603101}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603101 2129771:CVSJXA3I 2129771:TD6VRUSA previousDOI: 10.5281/zenodo.4780111}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{megha-bongnkar_final_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {Final report: {Beta} testing and recommendations for scaling}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {10}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Gonsalves, Sarah-Lee and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0214}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0214 2129771:VHLFWHHB}, keywords = {Author:OpenDevEd}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_final_2022, type = {{RTT} {Evaluation}}, title = {Final {Report} for {Evaluation} of {RTT}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/3JMFQDPD}, language = {en}, number = {5}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, month = jun, year = {2022}, doi = {10.53832/opendeved.0283}, note = {ZenodoArchiveID: 6683869 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 ZenodoArchiveConcept: 6683868}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{noauthor_final_grid3boundariespaperpdf_nodate, title = {{FINAL}\_GRID3BoundariesPaper.pdf}, } @article{haider_financial_2020, title = {Financial {Incentives} to {Reduce} {Female} {Infanticide}, {Child} {Marriage} and {Promote} {Girl}’s {Education}: {Impact}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Financial {Incentives} to {Reduce} {Female} {Infanticide}, {Child} {Marriage} and {Promote} {Girl}’s {Education}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15900}, doi = {10.19088/K4D.2021.004}, abstract = {This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.}, language = {en}, urldate = {2022-12-18}, author = {Haider, Huma}, month = dec, year = {2020}, note = {Accepted: 2021-01-14T17:53:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.004 2129771:JX9I8JDX 4869029:6GKANETG}, } @article{birch_financial_2020, title = {Financial {Incentives} to {Reduce} {Female} {Infanticide}, {Child} {Marriage} and {Promote} {Girl}’s {Education}: {Institutional} and {Monitoring} {Mechanisms}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Financial {Incentives} to {Reduce} {Female} {Infanticide}, {Child} {Marriage} and {Promote} {Girl}’s {Education}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15901}, doi = {10.19088/K4D.2021.005}, abstract = {The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being}, language = {en}, urldate = {2022-12-18}, author = {Birch, Izzy}, month = dec, year = {2020}, note = {Accepted: 2021-01-15T11:26:39Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.005 2129771:I85V7ULU 4869029:QEXVGYCN}, } @article{olanrewaju_financing_2020, title = {Financing {Education} in {Africa} through {Diaspora} {Bonds}}, volume = {10}, number = {3}, journal = {African Journal of Development Studies}, author = {Olanrewaju, Gideon Seun and Olaniran, Sunday Olawale}, year = {2020}, note = {Publisher: Adonis \& Abbey Publishers Ltd}, keywords = {⛔ No DOI found}, pages = {7}, } @book{kadzamira_financing_2004, title = {Financing {Primary} {Education} for {All}: {Public} expenditure and education outcomes in {Malawi}}, shorttitle = {Financing {Primary} {Education} for {All}}, publisher = {Institute of Development Studies}, author = {Kadzamira, Esme C. and Nthara, Khwima and Kholowa, Foster}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RJCKABJV 4752638:E4JZA2RR 4752638:QEV67AD5}, keywords = {\_C:Malawi MWI}, } @misc{yi_finding_2019, title = {Finding unmapped schools from space with {AI}}, url = {https://medium.com/devseed/finding-unmapped-schools-from-space-with-ai-28459f68c2f3}, abstract = {Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity…}, language = {en}, urldate = {2021-05-08}, journal = {Medium}, author = {Yi, Zhuangfang NaNa}, month = may, year = {2019}, } @article{herselman_findings_2019, title = {Findings from a {Mobile} {Tablet} {Project} {Implementation} in {Rural} {South} {Africa}.}, journal = {International Association for Development of the Information Society}, author = {Herselman, Marlien and Botha, Adele and Dlamini, Sifiso and Marais, Mario and Mahwai, Nare}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:9RD2NSUC}, keywords = {\_C:Japan JPN, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{pitchford_fine_2016, title = {Fine motor skills predict maths ability better than they predict reading ability in the early primary school years}, volume = {7}, doi = {10.3389/fpsyg.2016.00783}, journal = {Frontiers in psychology}, author = {Pitchford, Nicola J. and Papini, Chiara and Outhwaite, Laura A. and Gulliford, Anthea}, year = {2016}, note = {Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00783 2129771:2S4FMUQJ}, pages = {783}, } @article{carlisle_first-grade_2011, title = {First-grade teachers’ response to three models of professional development in reading}, volume = {27}, url = {https://doi.org/10.1080/10573569.2011.560482.}, doi = {10.1080/10573569.2011.560482}, number = {3}, journal = {Reading \& Writing Quarterly: Overcoming Difficulties}, author = {Carlisle, J.F. and Cortina, K.A. and Katz, L.A.}, year = {2011}, pages = {212--238}, } @misc{gilbert_first_2020, title = {First {KaiOS} smart feature phone drops in {Malawi}}, url = {http://www.connectingafrica.com/author.asp?section_id=761&doc_id=762961}, abstract = {Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country.}, language = {en}, urldate = {2023-03-14}, journal = {Connecting Africa}, author = {Gilbert, Paula and {Editor} and Africa, Connecting}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9RQJG9ML}, } @book{miller-grandvaux_first_2011, title = {First {Principles}: {Designing} {Effective} {Education} {Programs} {For} {In}-{Service} {Teacher} {Professional} {Development} ({Compendium})}, url = {http://www.equip123.net/docs/E1-FP_In-Svc_TPD_Compendium.pdf}, publisher = {US Agency for International Development, American Institutes for Research}, editor = {Miller-Grandvaux, Yolande and Jessee, Cassandra}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8RIBMBE9 261495:7TIXAR5I}, } @book{secretariat_fiscal_2023, title = {Fiscal {Policy} {Options} for {Resilient} and {Sustainable} {Development}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1106}, abstract = {Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = apr, year = {2023}, doi = {10.14217/comsec.1106}, } @misc{le_nestour_five_2020, title = {Five {Findings} from a {New} {Phone} {Survey} in {Senegal}}, url = {https://www.cgdev.org/blog/five-findings-new-phone-survey-senegal}, abstract = {Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.}, language = {en}, urldate = {2020-08-12}, journal = {Center For Global Development}, author = {Le Nestour, Alexis and Moscoviz, Laura}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DVDMXAFA 2405685:UTN7KDK7}, keywords = {\_COVID\_DEAA-List}, } @techreport{noauthor_five_nodate, title = {Five foundational considerations when using technology for teacher professional development in low-resource countries}, } @misc{sarwar_five_2020, title = {Five lessons learnt from {Bangladesh}'s experience responding to {COVID}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/}, abstract = {In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]}, language = {en-GB}, urldate = {2020-09-23}, journal = {EdTech Hub}, author = {Sarwar, Mohammad Afzal Hossain and Hossain, Iqbal and Kaye, Tom}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES7HENP6 2339240:PISQI3AG 2405685:PH8ICW77}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{the_education_commission_five_2021, title = {Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges}, url = {https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/}, abstract = {As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = aug, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ}, keywords = {\_yl:c}, } @misc{labun_fixing_2023, title = {Fixing {Ed}-{Tech}’s {Investment} {Model}}, url = {https://ssir.org/articles/entry/fixing_ed_techs_investment_model.}, language = {en}, author = {Labun, Jakub}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ATCEIGSY}, keywords = {Final\_citation, anystyle, existing}, } @article{han_flipped_2020, title = {Flipped {Classroom} in {Teacher} {Education}: {A} {Scoping} {Review}}, volume = {5}, issn = {2504-284X}, shorttitle = {Flipped {Classroom} in {Teacher} {Education}}, doi = {10.3389/feduc.2020.601593}, journal = {Frontiers in Education}, author = {Han, Han and Røkenes, Fredrik Mørk}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 4804264:EDDJKCJW}, keywords = {Final\_citation, cited, existing}, } @article{tudunwada_flood_2021, title = {Flood {Vulnerability} across {Watersheds} in {Kano} {State}}, volume = {4}, language = {en}, number = {1}, journal = {Nigeria African Journal of Earth and Environmental Sciences}, author = {Tudunwada, I.Y. and Aduojo, A. and Dakagan, J.B.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{tudunwada_flood_2022, title = {Flood {Vulnerability} {Mapping} and {Prediction} for {Early} {Warning} in {Jigawa} {State}, {Northern} {Nigeria}, {Using} {Geospatial} {Techniques}}, volume = {79}, doi = {10.1016/j.ijdrr.2022.103156}, language = {en}, journal = {International Journal of Disaster Risk Reduction}, author = {Tudunwada, I.Y. and Abbas, A.}, year = {2022}, pages = {103156}, } @misc{noauthor_focusing_nodate, title = {Focusing on the {Science} of {Teaching} to improve {Foundational} {Literacy} and {Numeracy} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/focusing-science-teaching-improve-foundational-literacy-and-numeracy}, urldate = {2021-02-03}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D4JVPGEK}, } @misc{noauthor_fogarty_nodate, title = {Fogarty {International} {Center}}, url = {https://www.fic.nih.gov:443/}, language = {en-US}, urldate = {2020-05-27}, journal = {Fogarty International Center}, note = {Library Catalog: www.fic.nih.gov KerkoCite.ItemAlsoKnownAs: 2129771:RVSWMF99 2317526:B9EBY4SS}, } @book{noauthor_for_2007, address = {Abuja}, title = {for {Local} {Government} {Departments} of {Agriculture}}, language = {en}, publisher = {Social Development Center}, month = nov, year = {2007}, } @article{onguko_for_2013, title = {"{For} us it was a learning experience": design, development and implementation of blended learning}, volume = {37}, issn = {20469012}, url = {https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning}, doi = {10.1108/ejtd-10-2012-0052}, abstract = {Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.}, language = {English}, number = {7}, journal = {European Journal of Training and Development}, author = {Onguko, Brown and Jepchumba, Lucy and Gaceri, Petronilla}, year = {2013}, note = {Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:XN53EQR3 2405685:AFTT7Q76 2534378:32ICX4DB 2534378:UTXP2X7Q}, keywords = {5220:Information technology management, 8306:Schools and educational services, 9177:Africa, Appropriate technology, Audio recordings, Business And Economics--Management, Instructional design, Kenya, Personal development, Professional development, Research, Rural schools, Teaching, Technological change, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096396, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {615--634}, } @article{pather_forced_2020, title = {Forced {Disruption} of {Anatomy} {Education} in {Australia} and {New} {Zealand}: {An} {Acute} {Response} to the {Covid}-19 {Pandemic}}, volume = {13}, copyright = {© 2020 American Association for Anatomy}, issn = {1935-9780}, shorttitle = {Forced {Disruption} of {Anatomy} {Education} in {Australia} and {New} {Zealand}}, url = {https://anatomypubs.onlinelibrary.wiley.com/doi/abs/10.1002/ase.1968}, doi = {10.1002/ase.1968}, abstract = {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.}, language = {en}, number = {3}, urldate = {2020-08-12}, journal = {Anatomical Sciences Education}, author = {Pather, Nalini and Blyth, Phil and Chapman, Jamie A. and Dayal, Manisha R. and Flack, Natasha A. M. S. and Fogg, Quentin A. and Green, Rodney A. and Hulme, Anneliese K. and Johnson, Ian P. and Meyer, Amanda J. and Morley, John W. and Shortland, Peter J. and Štrkalj, Goran and Štrkalj, Mirjana and Valter, Krisztina and Webb, Alexandra L. and Woodley, Stephanie J. and Lazarus, Michelle D.}, year = {2020}, note = {\_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}, pages = {284--300}, } @article{okry_forging_2014, title = {Forging {New} {Partnerships}: {Lessons} from the {Dissemination} of {Agricultural} {Training} {Videos} in {Benin}}, doi = {10.1080/1389224x.2013.783495}, abstract = {Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20\% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Okry, Florent and Van Mele, Paul and Houinsou, Felix}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2013.783495 10/gf62k7 2129771:HKPGFNHX 2317526:3SKW69JC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Benin, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, F:access, F:learning, F:pay, P:agricultural, P:agriculture, P:media, P:service industry, P:technology, R:focus groups, R:interview, R:questionnaire, T:Ausbildung, T:Training, publicImportV1}, } @article{government_of_uganda_formal_nodate, title = {Formal {Education} {Pathways} ({Uganda})}, url = {http://education.go.ug/files/downloads/Poster.pdf}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EAIS8L4K 2317526:R2DV7M6X}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{palmer_formalising_2009, title = {Formalising the informal: {Ghana}'s {National} {Apprenticeship} {Programme}}, volume = {61}, issn = {1363-6820, 1747-5090}, shorttitle = {Formalising the informal}, url = {http://www.tandfonline.com/doi/abs/10.1080/13636820902820048}, doi = {10.1080/13636820902820048}, language = {en}, number = {1}, urldate = {2019-03-10}, journal = {Journal of Vocational Education \& Training}, author = {Palmer, Robert}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820902820048 10/ft4gr7 2129771:GL45HCQQ 2249382:5XAD4H45 2317526:47VFE747}, pages = {67--83}, } @article{jensen_forms_2007, title = {Forms of knowledge and modes of innovation}, volume = {155}, journal = {The learning economy and the economics of hope}, author = {Jensen, Morten Berg and Johnson, Björn and Lorenz, Edward and Lundvall, Bengt-Åke and Lundvall, B. A.}, year = {2007}, note = {Publisher: Anthem Press London, New York}, keywords = {⛔ No DOI found}, } @article{naslund-hadley_fostering_2014, title = {Fostering {Early} {Math} {Comprehension}: {Experimental} {Evidence} from {Paraguay}}, volume = {1}, abstract = {Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.}, language = {en}, number = {4}, journal = {Global Education Review}, author = {Naslund-Hadley, Emma and Parker, Susan W and Hernandez-Agramonte, Juan Manuel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6XL49ADC 2405685:HRIPFXGZ}, keywords = {⛔ No DOI found}, } @article{werth_fostering_2020, title = {Fostering {Rapid} {Institution}-wide {Curricular} {Change} in {Response} to {COVID}-19}, volume = {7}, copyright = {Copyright (c) 2020 Eric Werth, Katherine Williams, Lori Werth}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/434}, abstract = {To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This  case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Werth, Eric and Williams, Katherine and Werth, Lori}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:F8YUML5X}, keywords = {Open Educational Resources, calendar changes, coronavirus, ⛔ No DOI found}, pages = {416--422}, } @article{myers_foundation_2023, title = {Foundation and large language models: fundamentals, challenges, opportunities, and social impacts}, shorttitle = {Foundation and large language models}, url = {https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10586-023-04203-7&casa_token=YQNO5sNUL6gAAAAA:x8Cz93SvepYwWzlEdyj6DdpZ3LiK4jQW2IUZg51ImUK7aFJyvwljhYLjaaU_Of9rMBAMVX49dWb89CXFOg}, urldate = {2024-02-23}, journal = {Cluster Computing}, author = {Myers, Devon and Mohawesh, Rami and Chellaboina, Venkata Ishwarya and Sathvik, Anantha Lakshmi and Venkatesh, Praveen and Ho, Yi-Hui and Henshaw, Hanna and Alhawawreh, Muna and Berdik, David and Jararweh, Yaser}, year = {2023}, note = {Publisher: Springer}, keywords = {⛔ No DOI found}, pages = {1--26}, } @article{bolton_foundational_2019, title = {Foundational {Mathematics} {Education} in {Developing} {Countries}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14736}, abstract = {There is concern that children in developing countries are not learning sufficient mathematics skills. Focus on enrolment and literacy may have led to neglect of mathematics learning and less is known about the status in this area. According to a UNESCO study in 2014 fewer than 50 per cent of grade 6 students have achieved a minimum level in mathematics in three quarters of eastern and southern African countries (UNESCO, 2014). In the remaining quarter of countries, between 56 and 62 per cent of students had learned basic mathematics skills. To obtain information on mathematics progress this report extracts data from the World Bank database. Section 2 describes the different data scales and section 3 reports results. Section 4 includes some case studies from further research into different countries. The following sections 5 to 9 discuss findings on teacher capacity, barriers, curricula, and technology. Section 10 outlines recommendations and research gaps. Factors affecting mathematics progress tend to mirror issues affecting educational attainment in general. Studies identify socio-economic factors as commonly associated with learning in mathematics. There is a consensus that making improvements in overall school quality will likely improve mathematics attainment. One problem specific to mathematics is cultural attitude. Some cultures do not value mathematics and have expectations of failure. Attitudes need to be changed within the public and education sector highlighting the benefits, accessibility and achievability of mathematics for everyone. Some evidence is found that teaching mathematics in English or French rather than local languages may impede learning. Translating shared materials into local languages may be resource intensive. Some teachers do not know the local language where they are teaching. Some case studies are found where technologies have been shown to improve mathematics results. Technologies are particularly cost-effective as they can be shared more easily but language of instruction would not be mother-tongue. Early childhood development interventions are a good place to start to improve foundational numeracy learning. Positive examples are identified in Botswana, South Africa, and Rwanda.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = sep, year = {2019}, note = {Accepted: 2019-10-08T12:24:24Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:ACS3MUMJ 4869029:9AFTGZ7J}, keywords = {⛔ No DOI found}, } @misc{noauthor_foundational_nodate, title = {Foundational skills {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking/foundational-skills}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KRD7G9Z8}, } @article{guthrie_foundations_nodate, title = {{FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES}}, author = {Guthrie, Gerard}, keywords = {⛔ No DOI found}, } @book{teddlie_foundations_2009, address = {London}, title = {Foundations of {Mixed} {Methods} {Research}: {Integrating} {Quantitative} and {Qualitative} {Approaches} in the {Social} and {Behavioral} {Sciences}}, shorttitle = {Foundations of {Mixed} {Methods} {Research}: {Integrating} {Quantitative} and {Qualitative} {Approaches} in the {Social} and {Behavioral} {Sciences}}, publisher = {Sage}, author = {Teddlie, C. and Tashakkori, A.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6GFTVUDA 2129771:WW5RDP97 2486141:HX6DJHTA 261495:9IDKTMBU 503888:DQ49AUKZ}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, } @article{manning_foundations_1999, title = {Foundations of {Statistical} {Natural} {Language} {Processing}}, volume = {34}, language = {en}, number = {70}, journal = {Communications of the Association for Information Systems}, author = {Manning, CD and Schütze, H and Press March, ST and Allen, GN}, year = {1999}, note = {Place: Cambridge, MA Publisher: MIT KerkoCite.ItemAlsoKnownAs: 2129771:65GNDL9J 2486141:MM5KN77U}, keywords = {⛔ No DOI found}, pages = {1347--1359}, } @incollection{pea_four_2023, address = {Cham}, title = {Four {Surveillance} {Technologies} {Creating} {Challenges} for {Education}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_19}, abstract = {“Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Pea, Roy D. and Biernacki, Paulina and Bigman, Maxwell and Boles, Kelly and Coelho, Raquel and Docherty, Victoria and Garcia, Jorge and Lin, Veronica and Nguyen, Judy and Pimentel, Daniel and Pozos, Rose and Reynante, Brandon and Roy, Ethan and Southerton, Emily and Suzara, Miroslav and Vishwanath, Aditya}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_19}, keywords = {Algorithmic biases, Automated speech recognition, Facial identification, Location tracking, Privacy policy, Social media mining, Surveillance society, Ubiquitous AI}, pages = {317--329}, } @article{alhumaid_four_2019, title = {Four {Ways} {Technology} {Has} {Negatively} {Changed} {Education}}, volume = {9}, number = {4}, journal = {Journal of Educational and Social Research}, author = {Alhumaid, Khadija}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BDVMUL5N}, keywords = {\_C:Bulgaria BGR, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:Iran IRN, \_C:Poland POL, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {10}, } @misc{noauthor_fqse_nodate, title = {{FQSE} – {MBSSE}}, url = {https://mbsse.gov.sl/fqse/}, urldate = {2023-08-28}, } @misc{noauthor_framework_nodate, title = {Framework for {Innovation} - {Design} {Council}}, copyright = {Creative Commons Licence This work by the Design Council is licensed under a CC BY 4.0 license.}, url = {https://www.designcouncil.org.uk/our-resources/framework-for-innovation/}, urldate = {2023-08-24}, } @techreport{unesco_framework_2020, title = {Framework for reopening of schools in the {Caribbean} including schools for learners with special education needs}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374002}, urldate = {2021-02-20}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H3EIG2WB 2486141:E8N7HZ66}, } @techreport{unicef_framework_nodate, title = {Framework for {Reopening} {Schools} {Supplement}}, url = {https://www.unicef.org/documents/framework-reopening-schools-supplement}, language = {en}, urldate = {2022-01-18}, author = {{UNICEF}}, } @article{bali_framing_2020, title = {Framing {Open} {Educational} {Practices} from a {Social} {Justice} {Perspective}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.565/}, doi = {10.5334/jime.565}, abstract = {OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin \& McLaren 2018; DeRosa \& Jhangiani 2017; Koseoglu \& Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Bali, Maha and Cronin, Catherine and Jhangiani, Rajiv S.}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.565 2129771:7PMYAH2L 2447227:JXX7NQB4}, keywords = {Open educational practices, \_\_C:filed:1, open education, open pedagogy, social justice}, pages = {10}, } @inproceedings{del_barrio_framing_2023, title = {Framing the {News}:{From} {Human} {Perception} to {Large} {Language} {Model} {Inferences}}, shorttitle = {Framing the {News}}, url = {http://arxiv.org/abs/2304.14456}, doi = {10.1145/3591106.3592278}, abstract = {Identifying the frames of news is important to understand the articles' vision, intention, message to be conveyed, and which aspects of the news are emphasized. Framing is a widely studied concept in journalism, and has emerged as a new topic in computing, with the potential to automate processes and facilitate the work of journalism professionals. In this paper, we study this issue with articles related to the Covid-19 anti-vaccine movement. First, to understand the perspectives used to treat this theme, we developed a protocol for human labeling of frames for 1786 headlines of No-Vax movement articles of European newspapers from 5 countries. Headlines are key units in the written press, and worth of analysis as many people only read headlines (or use them to guide their decision for further reading.) Second, considering advances in Natural Language Processing (NLP) with large language models, we investigated two approaches for frame inference of news headlines: first with a GPT-3.5 fine-tuning approach, and second with GPT-3.5 prompt-engineering. Our work contributes to the study and analysis of the performance that these models have to facilitate journalistic tasks like classification of frames, while understanding whether the models are able to replicate human perception in the identification of these frames.}, urldate = {2024-02-23}, booktitle = {Proceedings of the 2023 {ACM} {International} {Conference} on {Multimedia} {Retrieval}}, author = {del Barrio, David Alonso and Gatica-Perez, Daniel}, month = jun, year = {2023}, note = {arXiv:2304.14456 [cs]}, keywords = {Computer Science - Computation and Language, Computer Science - Human-Computer Interaction}, pages = {627--635}, } @techreport{heirs_frank-international_1990, title = {Frank-{International} {Journal} of {Contemporary} writing and {Art} ({Paris}}, language = {en}, author = {{Heirs} and {Poems}}, collaborator = {Akogun, Oladele B}, year = {1990}, note = {Pages: 164– 166 Issue: 12 Volume: 11 KerkoCite.ItemAlsoKnownAs: 2129771:4NAGGJ6G 2129771:YCTSRI9C 2486141:BC8D7EHT}, } @article{kretzer_free_2020, title = {Free {Education}: {Origins}, {Achievements}, and {Current} {Situation}}, shorttitle = {Free {Education}}, doi = {10.1007/978-3-319-95870-5_93}, journal = {Quality Education}, author = {Kretzer, Michael M.}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-95870-5\_93 2129771:QBSBWRCY}, pages = {328--337}, } @inproceedings{heller_freudbot_2005, title = {Freudbot: {An} investigation of chatbot technology in distance education}, shorttitle = {Freudbot}, booktitle = {{EdMedia}+ innovate learning}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Heller, Bob and Proctor, Mike and Mah, Dean and Jewell, Lisa and Cheung, Bill}, year = {2005}, keywords = {⛔ No DOI found}, pages = {3913--3918}, } @article{zhu_friends_2019, title = {Friends or foes? {Examining} platform owners’ entry into complementors’ spaces}, volume = {28}, copyright = {© 2018 Wiley Periodicals, Inc.}, issn = {1530-9134}, shorttitle = {Friends or foes?}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jems.12303}, doi = {10.1111/jems.12303}, abstract = {As platform owners continue to expand their ecosystems, many of them have started to provide consumers with their own complementary applications. These moves position the platform owners as direct competitors to their complementors. This paper surveys empirical studies that examine the direct entry of platform owners into complementors’ product spaces. It finds that both the motivation and impact of such entries on complementors are multifaceted. The motivation behind platform owners’ direct entry goes beyond value capture, and the impact of platform entry on complementors varies across empirical settings. It identifies several future research directions that can help advance our understanding of the relationships between platform owners and complementors.}, language = {en}, number = {1}, urldate = {2024-03-04}, journal = {Journal of Economics \& Management Strategy}, author = {Zhu, Feng}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jems.12303 KerkoCite.ItemAlsoKnownAs: 10.1111/jems.12303 4804264:82K8EZAB}, keywords = {Final\_citation, multisided markets, platform-owner entry}, pages = {23--28}, } @article{lewis_classification_2018, title = {From classification to causality: advancing understanding of mechanisms of change in implementation science}, volume = {6}, shorttitle = {From classification to causality}, doi = {10.3389/fpubh.2018.00136}, journal = {Frontiers in public health}, author = {Lewis, Cara C. and Klasnja, Predrag and Powell, Byron J. and Lyon, Aaron R. and Tuzzio, Leah and Jones, Salene and Walsh-Bailey, Callie and Weiner, Bryan}, year = {2018}, note = {Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2018.00136 2129771:K4F9YZN6}, pages = {136}, } @phdthesis{abay_counting_2016, title = {From counting women to ensuring women count: {A} qualitative study of university and early career experiences of women secondary school teachers in {Addis} {Ababa}, {Ethiopia} from a capabilities perspective}, abstract = {At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20\% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.}, language = {en}, author = {Abay, Negar Ashtari}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:gender, F:policy, F:teaching, F:women, P:measurement, P:school teacher, P:teacher education, P:teachers, Q:higher education, R:interview, R:observation, R:qualitative, R:quantitative, T:Ausbildung, T:career, Z:Higher education, Z:Teacher education, publicImportV1, ⛔ No DOI found}, } @article{batini_data_2015, title = {From data quality to big data quality}, volume = {26}, doi = {10.4018/JDM.2015010103}, language = {en}, number = {1}, journal = {Journal of Database Management}, author = {Batini, C. and Rula, A. and Scannapieco, M.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/JDM.2015010103 2129771:KNRFHGLX 2486141:E27X3VQJ}, pages = {60--82}, } @misc{bozkurt_distance_2001, type = {chapter}, title = {From {Distance} {Education} to {Open} and {Distance} {Learning}: {A} {Holistic} {Evaluation} of {History}, {Definitions}, and {Theories}}, copyright = {Access limited to members}, shorttitle = {From {Distance} {Education} to {Open} and {Distance} {Learning}}, url = {https://www.igi-global.com/gateway/chapter/227916}, abstract = {As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.}, language = {English}, urldate = {2020-05-26}, journal = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8431-5.ch016}, author = {Bozkurt, Aras and Bozkurt, Aras}, month = jan, year = {2001}, note = {Archive Location: from-distance-education-to-open-and-distance-learning ISBN: 9781522584315 Library Catalog: www.igi-global.com Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 2129771:GVDIBGFT}, } @article{gustafsson-wright_evidence_2022, title = {From {Evidence} to {Scale}: {Lessons} {Learned} from the {Quality} {Education} {India} {Development} {Impact} {Bond}.}, shorttitle = {From {Evidence} to {Scale}}, url = {https://eric.ed.gov/?id=ED626233}, urldate = {2024-03-05}, journal = {Center for Universal Education at The Brookings Institution}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Shankar, Aditi}, year = {2022}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:KCHASA45}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{hargittai_internet_2019, title = {From internet access to internet skills: digital inequality among older adults}, volume = {18}, doi = {10.1007/s10209-018-0617-5}, journal = {Universal Access Information Society}, author = {Hargittai and Piper, Anne Marie and Morris Ringel, Meredith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-018-0617-5 2129771:NLRBGN7R 5242966:T72PKKU5}, pages = {881--890}, } @article{evans_modernisation_2021, title = {From {Modernisation}, {Dependency} and {Soft} {Power} {Toward} a {Commonwealth} of {Learning}}, volume = {8}, copyright = {Copyright (c) 2021 Terry Evans, Victor Jakupec}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/568}, abstract = {This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a ‘Washington Consensus’ concerning the social and economic development of ‘developing’ nations. ‘Soft power’ national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning’s particular contribution to learning for development is discussed with suggestions made for developing member nations’ capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) ‘commonwealth of learning’.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Evans, Terry and Jakupec, Victor}, month = nov, year = {2021}, note = {Number: 3}, keywords = {dependency theory, learning for development, modernisation theory, soft power, the Washington Consensus., ‘commonwealth of learning’, ⛔ No DOI found}, pages = {473--486}, } @article{feiman-nemser_preparation_2001, title = {From preparation to practice: {Designing} a continuum to strengthen and sustain teaching}, volume = {103}, shorttitle = {From preparation to practice}, url = {http://www.tcrecord.org/DefaultFiles/SendFileToPublic.asp?ft=pdf&FilePath=c:%5CWebSites%5Cwww_tcrecord_org_documents%5C38_10824.pdf&fid=38_10824&aid=2&RID=10824&pf=Content.asp?ContentID=10824}, doi = {10.1111/0161-4681.00141}, number = {6}, urldate = {2016-03-27}, journal = {The Teachers College Record}, author = {Feiman-Nemser, Sharon}, year = {2001}, note = {02922 KerkoCite.ItemAlsoKnownAs: 10.1111/0161-4681.00141 10/fhthvr 2129771:5HU35M92 261495:J799STDM}, pages = {1013--1055}, } @article{banerjee_proof_2017, title = {From {Proof} of {Concept} to {Scalable} {Policies}: {Challenges} and {Solutions}, {With} an {Application}.}, url = {https://www.nber.org/papers/w22746}, doi = {10.1257/jep.31.4.73}, journal = {Journal of Economic Perspectives}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukerji, Shobhini and Shotland, Marc and Walton, Michael}, year = {2017}, pages = {73--102}, } @article{banerjee_proof_2017, title = {From {Proof} of {Concept} to {Scalable} {Policies}: {Challenges} and {Solutions}, with an {Application}}, volume = {31}, issn = {0895-3309}, shorttitle = {From {Proof} of {Concept} to {Scalable} {Policies}}, url = {https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73}, doi = {10.1257/jep.31.4.73}, abstract = {The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small "proof-of-concept" studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham's "Teaching at the Right Level" methodology into elementary schools in India. The methodology consists of reorganizing instruction based on children's actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials involving some designs that failed to produce impacts within the regular schooling system but still helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children's learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.}, language = {en}, number = {4}, urldate = {2022-12-21}, journal = {Journal of Economic Perspectives}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukerji, Shobhini and Shotland, Marc and Walton, Michael}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 4804264:9575HZHI 4804264:XHDEF452}, keywords = {Design of Experiments: General, Positive Analysis of Policy Formulation and Implementation, Analysis of Education, Education: Government Policy, Nonprofit Institutions, Final\_citation, Human Development, Income Distribution, Migration, NGOs, Social Entrepreneurship, Economic Development: Human Resources, anystyle, cited, existing}, pages = {73--102}, } @misc{banerjee_proof_2016, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {From {Proof} of {Concept} to {Scalable} {Policies}: {Challenges} and {Solutions}, with an {Application}}, shorttitle = {From {Proof} of {Concept} to {Scalable} {Policies}}, url = {https://www.nber.org/papers/w22931}, doi = {10.3386/w22931}, abstract = {The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.}, urldate = {2022-12-19}, publisher = {National Bureau of Economic Research}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukherji, Shobhini and Shotland, Marc and Walton, Michael}, month = dec, year = {2016}, doi = {10.3386/w22931}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w22931 4804264:827JQQX3}, keywords = {Final\_citation, cited, existing}, } @article{muianga_teacher_2018, title = {From teacher oriented to student centered learning, developing an {ICT} supported learning approach at the {Eduardo} {Mondlane} {University}, {Mozambique}}, volume = {17}, url = {http://www.tojet.net/articles/v17i3/1735.pdf}, abstract = {Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.}, language = {English}, number = {3}, journal = {TOJET: The Turkish Online Journal of Educational Technology}, author = {Muianga, Xavier and Klomsri, Tina and Tedre, Matti and Mutimucuio, Inocente}, year = {2018}, note = {Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y}, keywords = {Action Research, Action research, Classroom communication, College Students, College students, Colleges \& universities, Content Analysis, Content analysis, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Change, Electronic Learning, Environmental Education, Foreign Countries, Higher Education, Independent Study, Information Management, Information Technology, Information management, Information technology, Integrated Learning Systems, Interviews, Knowledge management, Learning, Learning Strategies, Literacy, Management Systems, Metacognition, Modernization, Motivation, Mozambique, Observation, Online instruction, Outcomes of Education, Pedagogy, Pilot Projects, Problem Solving, Problem based learning, Problem solving, Semi Structured Interviews, Skill Development, Skills, Student Attitudes, Student Centered Learning, Student Motivation, Students, Teachers, Teaching, Teaching Methods, Teaching methods, Technological Literacy, Universities, Web 2.0, Web 2.0 Technologies, Webs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097827, \_\_finaldtb, ⛔ No DOI found}, pages = {47--53}, } @article{dematthews_field_2020, title = {From the {Field}: {Education} {Research} {During} a {Pandemic}}, issn = {0013-189X}, shorttitle = {From the {Field}}, url = {https://doi.org/10.3102/0013189X20938761}, doi = {10.3102/0013189X20938761}, abstract = {Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19.}, language = {en}, urldate = {2020-08-12}, journal = {Educational Researcher}, author = {DeMatthews, David and Knight, David and Reyes, Pedro and Benedict, Amber and Callahan, Rebecca}, month = jul, year = {2020}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20938761 2129771:3FGUWV36}, keywords = {\_\_C:filed:1}, pages = {0013189X20938761}, } @inproceedings{cordingley_transmission_2004, address = {Rotterdam, The Netherlands}, title = {From transmission to collaborative learning: {Best} evidence in continuing professional development ({CPD})}, author = {Cordingley, P and Rundell, B and Temperey, J and McGregor, J}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:83353YKQ 261495:W3HB9MTG}, keywords = {⛔ No DOI found}, } @incollection{hasler_front_2020, address = {Bonn, Germany}, title = {Front matter}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/CY9UJ8FN}, abstract = {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.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CY9UJ8FN}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_publish, \_yl:a00}, } @techreport{noauthor_fs46-more-than-half-children-not-learning-en-2017pdf_nodate, title = {fs46-more-than-half-children-not-learning-en-2017.pdf}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZNV2FTDW}, } @article{akogun_fulani_2012, title = {Fulani nomadic communities manage malaria on the move}, language = {zu}, number = {ealth,4}, journal = {International}, author = {Akogun, Oladele B and Adesina, A.O. and Njobdi, S. and Ogundahunsi, O.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2XVV5J9M 2129771:WTUYHXHZ 2486141:RMN6U6KA}, keywords = {⛔ No DOI found}, pages = {10--19}, } @article{haruna_functional_2019, series = {Journal}, title = {Functional approaches for applying workbased learning into electrical and electronic technology education in {Nigeria}}, doi = {10.35940/ijeat.E1117.0585C19}, abstract = {© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)'. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50\% and above were interpreted as ‘Practiced’ while those with less than 50\% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.}, journal = {International Journal of Engineering and Advanced Technology}, author = {Haruna, Rabiu and Kamin, Yusri Bin and Buntat, Yahya Bin and Shuaibu, Halliru and Cledumas, Abdullahi Musa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1117.0585C19 2129771:FVCHG5SH}, } @techreport{measure_evaluation_fundamentals_2012, title = {Fundamentals of {Implementation} {Research}}, url = {https://www.betterevaluation.org/sites/default/files/MS-12-55.pdf}, urldate = {2022-12-29}, author = {{MEASURE Evaluation}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3THVYXZJ}, } @techreport{measure_evaluation_fundamentals_2015, title = {Fundamentals of {Implementation} {Research}}, author = {{MEASURE Evaluation}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YB5V9CQ3}, } @incollection{eicker_fundamentals_2017, title = {Fundamentals of the development of {Vocational} {Education} and {Further} {Education} of {VET} pedagogues in {Sub}-{Saharan} {Africa}}, url = {http://www.oapen.org/download?type=document&docid=640951#page=120}, abstract = {For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.}, language = {en}, author = {Eicker, Friedhelm}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DZPPNXYY 2317526:TBLBB8G9 UTI-7B87897D-3120-3B03-9C28-4B8DC3719BA5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, C:Mozambique, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:pedagogy, T:TVET, T:in-service TVET, publicImportV1, ⛔ No DOI found}, } @incollection{papier_fundamentals_2017, title = {Fundamentals... {Session} 1 - {Vocational} {Education} and {Training}: basics for teaching and research in {Vocational} {Education} and {Training} at universities}, isbn = {978-3-7639-5793-4}, shorttitle = {Session 1 - {Vocational} {Education} and {Training}}, url = {https://www.ssoar.info/ssoar/handle/document/52708}, abstract = {This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries. Contributions by: Duncan Ken Downing Jillian D'Oliveira Singo Brígida Papier Joy Hartmann Martin D. Ogwo Benjamin A. Ezekoye Benadeth N. Gessler Michael}, language = {English}, publisher = {W. Bertelsmann Verlag}, author = {Papier, Joy and Hartmann, Martin D. and Ogwo, Benjamin A. and Ezekoye, Benadeth N. and Gessler, Michael}, editor = {Eicker, Friedhelm and Haseloff, Gesine and Lennartz, Bernd and Haseloff, Gesine and Eicker, Friedhelm and Lennartz, Bernd}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:RYA7Q52M KerkoCite.ItemAlsoKnownAs: 2129771:RCIMFREJ 2317526:RYA7Q52M UTI-75F0B903-A467-39F2-AD8D-D426C9A01054}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Cameroon, C:Ghana, C:South Africa, C:Tanzania, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:pedagogy, F:policy, F:qualification, F:teaching, P:construction, P:culture, P:economy, P:teacher education, Q:ICT, Q:degree, Q:e-learning, Q:flexible, Q:masters, T:Ausbildung, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:dual TVET, T:in-service TVET, T:occupational education, T:trainee, publicImportV1, ⛔ No DOI found}, pages = {39--40}, } @article{asare_funding_2021, title = {Funding for {African} education research–{What} do we know from the {African} {Education} {Research} {Database}?}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2021}, keywords = {⛔ No DOI found}, } @article{idris_funding_2017, title = {Funding of {Anti}-{Modern} {Slavery} {Interventions}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13144}, abstract = {This review looks at the availability of funds to tackle modern slavery1 and human trafficking2, and the availability of data in this regard. It seeks to move beyond the findings of Martina Ucnikova’s 2014 paper, OECD and Modern Slavery: How much aid money is spent to tackle the issue?, and identify updated (post-2013) data on funding by governments as well as private sector and philanthropic organisations. The review found a very limited peer-reviewed academic literature in this regard and drew largely on reports by development organisations and think tanks (though these too were limited). The query called for a specific focus on LMICs, in particular 12 identified countries. However, most anti-modern slavery funding is directed globally and/or data is not disaggregated by country. This and time constraints meant it was not possible to address this aspect of the query.}, language = {en}, urldate = {2022-12-18}, author = {Idris, Iffat}, month = mar, year = {2017}, note = {Accepted: 2017-08-03T11:59:09Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2PD354RX 4869029:K432U8V2}, keywords = {⛔ No DOI found}, } @misc{government_of_south_africa_further_2006, title = {Further {Education} and {Training} {Act} nº16, 2006}, url = {https://www.gov.za/sites/default/files/a16-06_0.pdf}, abstract = {Also known as Continuing Education and Training Act.}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, year = {2006}, note = {UA-12d0a561-668e-4da9-9506-2693c36aeb96 KerkoCite.ItemAlsoKnownAs: 2129771:3HJSUHG7 2317526:H2K8DC4E}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @article{kim_further_2019, series = {Article}, title = {Further {Training} {Needs} for {TVET} {Trainers}: {Lessons} from a {National} {Survey} on {Rwandan} {TVET} {Trainers}' {Instructional} {Competencies}}, doi = {10.30880/jtet.2019.11.02.004}, abstract = {Recently the Republic of Rwanda has expanded the national TVET system in response to the country's growing need for a skilled youth population. However, policymakers have generally overlooked that the quality of the TVET. system as a whole largely depends on the quality of TVET trainers. Recognising this lack, we conducted a national survey on TVET trainer's instructional competencies to gather information about the current status of TVET trainers' teaching quality. Additionally, after operating a pilot training program for TVET trainers at the RTTI, the national training institution for TVET trainers, we executed the same survey to the training participants to examine their instructional competencies. Then we compared its results in comparison to the results attained from the national survey. All assessments were done by measuring TVET trainers - and students' perceptions of TVET trainers' teaching behaviors. This research represents the first efforts to understand the current level of TVET trainers' teaching skills in Rwanda. Also, the survey results of the teaching behaviors of TVET trainers who received the training indicated the positive effect of the training. Implications of this research at the individual (trainers), institutional, and national levels are discussed at the end.{\textbackslash}n}, journal = {Journal of Technical Education and Training}, author = {Kim, Woocheol and Shin, Heh Youn and Woo, Heajung and Kim, Jiyoung}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.02.004 2129771:A8NHEDZ7 2129771:E9PZABEQ 2129771:II2T9TFR 2129771:VALMKRKT}, } @techreport{a2i_future_nodate, title = {Future {Education} {Magazine}}, author = {{a2i}}, } @misc{noauthor_future_2021, title = {Future of {Testing} in {Education}: {Artificial} {Intelligence}}, shorttitle = {Future of {Testing} in {Education}}, url = {https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/}, abstract = {Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.}, language = {en}, urldate = {2023-09-19}, journal = {Center for American Progress}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:NMMPJJBP}, } @techreport{vicentini_future_2022, title = {Future opportunities for education technology in {England}}, language = {en}, institution = {Department for Education}, author = {Vicentini, Letizia and Day, Laurie and Gill, Valdeep and Lillis, Johnny and Komers, Selina and Olausson, Niklas}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E7LUZE5F 2486141:DNXF9YVY}, } @book{gravett_future-proofing_2022, address = {London}, edition = {1}, title = {Future-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, isbn = {978-1-00-318549-9}, shorttitle = {Future-{Proofing} {Teacher} {Education}}, url = {https://www.taylorfrancis.com/books/9781003185499}, language = {en}, urldate = {2022-12-03}, publisher = {Routledge}, author = {Gravett, Sarah and Petersen, Nadine}, month = may, year = {2022}, doi = {10.4324/9781003185499}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:CV5DTCQE}, } @misc{noauthor_future_nodate, title = {Future {Tools} - {Find} {The} {Exact} {AI} {Tool} {For} {Your} {Needs}}, url = {https://www.futuretools.io/}, abstract = {FutureTools Collects \& Organizes All The Best AI Tools So YOU Too Can Become Superhuman!}, urldate = {2024-01-22}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RE8IXH3K 2405685:FD2Z9FWA 2486141:V6UFFGNR}, } @article{robinson_futures_1990, title = {Futures under glass: {A} recipe for people who hate to predict}, volume = {22}, issn = {0016-3287}, shorttitle = {Futures under glass}, url = {https://www.sciencedirect.com/science/article/pii/001632879090018D}, doi = {10.1016/0016-3287(90)90018-D}, abstract = {The backcasting methodology is proposed for scenario analysis of changes over 20–100 years into the future. Backcasting can be applied to areas of human activity; here it is assumed that the method will be used to analyse environment and development problems at the national level as part of studies undertaken within the Human Dimensions of Global Change Program. Some indications are given as to how to integrate natural system considerations into the human system scenarios.}, language = {en}, number = {8}, urldate = {2022-12-22}, journal = {Futures}, author = {Robinson, John B.}, month = oct, year = {1990}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/0016-3287(90)90018-D 2129771:T7NDPISM 4426965:TC9KI92Y}, pages = {820--842}, } @book{kadzamira_gable_1996, title = {{GABLE} {Double} {Shifts} {Pilot} {Study}}, publisher = {University of Malawi, Centre for Educational Research \& Training}, author = {Kadzamira, Esme C. and Kunje, Demis}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G3SG9BQF 4752638:3RCWQPXU}, keywords = {\_C:Malawi MWI}, } @article{fernandez_galeote_gamification_2021, title = {Gamification for climate change engagement: review of corpus and future agenda}, volume = {16}, issn = {1748-9326}, shorttitle = {Gamification for climate change engagement}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/abec05}, doi = {10.1088/1748-9326/abec05}, abstract = {Abstract Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.}, language = {en}, number = {6}, urldate = {2023-07-31}, journal = {Environmental Research Letters}, author = {Fernández Galeote, Daniel and Rajanen, Mikko and Rajanen, Dorina and Legaki, Nikoletta-Zampeta and Langley, David J and Hamari, Juho}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/abec05 2129771:CRHY4NSC}, pages = {063004}, } @article{kalogiannakis_gamification_2021, title = {Gamification in {Science} {Education}. {A} {Systematic} {Review} of the {Literature}}, volume = {11}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2227-7102}, url = {https://www.mdpi.com/2227-7102/11/1/22}, doi = {10.3390/educsci11010022}, abstract = {The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Education Sciences}, author = {Kalogiannakis, Michail and Papadakis, Stamatios and Zourmpakis, Alkinoos-Ioannis}, month = jan, year = {2021}, note = {Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010022 2129771:Z34JUTII}, keywords = {\_genre:LR-literature\_review, engagement, gamification, motivation, science education, systematic literature review}, pages = {22}, } @article{van_gaalen_gamification_2021, title = {Gamification of health professions education: a systematic review}, volume = {26}, issn = {1573-1677}, shorttitle = {Gamification of health professions education}, url = {https://doi.org/10.1007/s10459-020-10000-3}, doi = {10.1007/s10459-020-10000-3}, abstract = {Gamification refers to using game attributes in a non-gaming context.Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Advances in Health Sciences Education}, author = {van Gaalen, A. E. J. and Brouwer, J. and Schönrock-Adema, J. and Bouwkamp-Timmer, T. and Jaarsma, A. D. C. and Georgiadis, J. R.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10459-020-10000-3 2129771:2JUKSFPJ}, keywords = {\_genre:LR-literature\_review}, pages = {683--711}, } @article{indriasari_gamification_2020, title = {Gamification of student peer review in education: {A} systematic literature review}, volume = {25}, issn = {1573-7608}, shorttitle = {Gamification of student peer review in education}, url = {https://doi.org/10.1007/s10639-020-10228-x}, doi = {10.1007/s10639-020-10228-x}, abstract = {We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.}, language = {en}, number = {6}, urldate = {2022-04-05}, journal = {Education and Information Technologies}, author = {Indriasari, Theresia Devi and Luxton-Reilly, Andrew and Denny, Paul}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10228-x 2129771:QFY2VZ28}, keywords = {\_genre:LR-literature\_review}, pages = {5205--5234}, } @article{gundiri_gastrointestinal_2000, title = {Gastrointestinal and urinary parasitic infections amongst schoolchildren in {Rumde}, {Yola}}, volume = {21}, language = {en}, journal = {The Nigerian Journal of Parasitology}, author = {GUNDIRI, M.A. and Akogun, Oladele B}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GHNJ6CNZ 2129771:IBM7EGKX 2486141:E7SZMQP3}, keywords = {⛔ No DOI found}, pages = {117--124}, } @incollection{bernard_gauging_2018, title = {Gauging the {Effectiveness} of {Educational} {Technology} {Integration} in {Education}: {What} the {Best}-{Quality} {Meta}-{Analyses} {Tell} {Us}}, isbn = {978-3-319-17727-4}, shorttitle = {Gauging the {Effectiveness} of {Educational} {Technology} {Integration} in {Education}}, url = {https://www.researchgate.net/profile/Robert-Bernard-2/publication/325570531_Gauging_the_Effectiveness_of_Educational_Technology_Integration_in_Education_What_the_Best-Quality_Meta-Analyses_Tell_Us/links/5b1adc2c45851587f29d2a49/Gauging-the-Effectiveness-of-Educational-Technology-Integration-in-Education-What-the-Best-Quality-Meta-Analyses-Tell-Us.pdf}, booktitle = {Learning, design, and technology}, author = {Bernard, Robert and Borokhovski, Eugene and Schmid, Richard and Tamim, Rana}, month = jun, year = {2018}, doi = {10.1007/978-3-319-17727-4_109-2}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4\_109-2 4804264:2AKTH3EF 4804264:ARF2RY6Q 4804264:BQR9B3I7}, keywords = {Final\_citation, anystyle, existing}, pages = {1--25}, } @misc{noauthor_gcf_nodate, title = {{GCF}, {UNDP} and {WHO} join forces to ramp up climate health support for developing countries}, url = {https://www.who.int/news/item/02-12-2023-gcf--undp-and-who-join-forces-to-ramp-up-climate-health-support-for-developing-countries}, abstract = {The Green Climate Fund (GCF), the United Nations Development Programme (UNDP) and the World Health Organization (WHO) have launched an ambitious new initiative that will ramp up support for developing countries to mitigate and respond to the impacts of climate change on health in 14 countries in Africa, Asia and Southeastern Europe.}, language = {en}, urldate = {2024-03-24}, } @misc{world_bank_gdp_2021, title = {{GDP} per capita {cCurent} {US}\$) - {Sierra} {Leone}}, url = {https://data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=SL}, journal = {World Bank Data}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7JAZE66 2486141:2NMYL78H}, keywords = {\_C:Sierra Leone SLE}, } @techreport{unesco_gem_2018, title = {{GEM} {Report} summary on disabilities and education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265353}, urldate = {2020-08-24}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NNHIPY6G}, } @techreport{sachverstandigenrat_deutscher_stiftungen_fur_integration_und_migration_gemeinsam_2020, address = {Dortmund: Lensing Druck.}, type = {Jahresbericht}, title = {Gemeinsam {Gestalten}: {Migration} aus {Afrika} nach {Europa}}, author = {{Sachverständigenrat deutscher Stiftungen für Integration und Migration}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RI23SWS9 2486141:SMWYQNAY}, } @inproceedings{kadzamira_gender_2018, title = {Gender and {Education} in {Africa}, 20 years on, {Experiences} from {Malawi}}, language = {en}, booktitle = {{REAL} {Centre} {One} day {Conference} {Celebrating} the work of {Professor} {Colclough}}, publisher = {University of Cambridge}, author = {Kadzamira, Esme}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LJRGI5UB 4752638:R6CF3CD2 4752638:W6KL3I74}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @book{kadzamira_gender_2000, title = {Gender and primary schooling in {Malawi}}, number = {40}, publisher = {Institute of Development Studies Brighton}, author = {Kadzamira, Esme C. and Chibwana, Mike P. and Educationalists, Forum for African Women}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TH8HGC84 4752638:DCIRB8UX 4752638:INX7XW57 4752638:PK3R8EI2 4752638:SPZW9JEY 4752638:TQK3L239}, keywords = {\_C:Malawi MWI}, } @article{kadzamira_gender_1999, title = {Gender and primary schooling in {Malawi}: {Partnership} for strategic resource planning for girls’ education in {Africa}}, shorttitle = {Gender and primary schooling in {Malawi}}, journal = {Nairobi/London: FAWE \& IDS, UK}, author = {Kadzamira, Esme C. and Chibwana, Mike P.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:428GSY9M 4752638:5WJKCEXJ}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{meno_gender_2012, title = {Gender bias in attitude towards girls in the {Use} of computers in selected schools in central {Africa}}, journal = {Journal of Continuing, Open and Distance Education}, author = {Meno, Yeba Judith Sama Mouokuio}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947}, keywords = {Equity of Access, ⛔ No DOI found}, pages = {1}, } @inproceedings{kadzamira_gender_2021, title = {Gender \& {Climate} {Change}: {Local} {Perspectives} on {Education} {Indicators} in {Malawi}, {Technical} meeting on gender, education and indicators: complex conditions and crises, 23-24 {June} 2021, hosted by {Accountability} for {Gender} {Equality} in {Education} ({AGEE}}, language = {en}, publisher = {Centre for Education and International Development, Institute of Education, University College London (UCL}, author = {Kadzamira, Esme}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R6AK5CN5 4752638:KVHKH7SC 4752638:M4LIHFV3}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{joseph_gender_2019, type = {Working {Paper}}, title = {Gender differential effects of technical and vocational training: {Empirical} evidence for {Tanzania}}, copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen}, shorttitle = {Gender differential effects of technical and vocational training}, url = {https://www.econstor.eu/handle/10419/210855}, abstract = {This paper investigates the gender differential effect of technical and vocational educational and training (TVET) in Tanzania using data from the 2014 Integrated Labour Force Survey (ILFS). The multinomial logit model results for employment mobility show that TVET training significantly improves males as well as females chances of entering into formal employment while at the same reduces their probability of working in informal, agriculture or being unemployed. The effects are much higher for females relatively to males almost for all categories of education and training. The results further show that though the TVET training increases males as well as females earnings significantly, though the returns to TVET are substantially higher and statistically significant for females than males. The decomposed gender earnings gap using Oaxaca and Blinder (1973) decomposition technique reveal there is a significant gender earning gap in Tanzania, where males tends to earn significantly higher income by 58 percent than females. Clearly, two implications come out here: one, as TVET and general education increases the probability of females more than males to be in the formal employment, investing in girls skills training and education will address the problem of rising youth unemployment and formalize the economy. Two, as returns to TVET and general education is substantially high for females than males, investing in girls' skills skills training and education will address the problem of rising inequality and by extension the higher level of poverty rate in the country.}, language = {eng}, number = {19/04}, urldate = {2020-08-09}, institution = {CREDIT Research Paper}, author = {Joseph, Cornel and Leyaro, Vincent}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WK3ZULS 2129771:BVXCD7FA 2129771:ZTK5SIQB}, keywords = {⛔ No DOI found}, } @misc{unep_gender-environment_nodate, title = {Gender-{Environment} {Nexus}: {Towards} {More} {Equitable} and {Inclusive} {Forms} of {Sustainability}}, url = {https://unstats.un.org/unsd/iaeggs/Meetings/Helsinki_October_2016/docs/UNEP.pdf}, urldate = {2024-03-24}, author = {{UNEP}}, } @article{myers_gender_2023, title = {Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?}, shorttitle = {Gender equality and edtech}, url = {https://www.repository.cam.ac.uk/bitstreams/9b8066d0-7c7b-45ad-bcd9-9bb88ce030fa/download}, urldate = {2023-11-08}, author = {Myers, Christina and Jordan, Katherine and Zubairi, Asma}, year = {2023}, note = {Publisher: UNESCO}, keywords = {⛔ No DOI found}, } @techreport{evans_gender_2020, address = {Washington D.C.}, title = {Gender gaps in education: {The} long view}, url = {https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf}, abstract = {Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.}, language = {en}, institution = {Centre for Global Development}, author = {Evans, David and Akmal, Maryam and Jakiela, Pamela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7}, pages = {56}, } @misc{noauthor_gender_nodate, title = {Gender {Handbook} for {Mentors}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8AV4KNHM}, } @misc{government_of_uganda_gender_2016, title = {Gender in {Education} {Policy}}, url = {https://www.education.go.ug/files/downloads/GENDER%20IN%20EDUCATION%20SECTOR%20POLICY.pdf}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2016}, note = {UA-9e3445e4-27e0-4bb3-8fc9-87582a923f5c KerkoCite.ItemAlsoKnownAs: 2129771:SB7VVPSG 2317526:AVECW5AI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{noauthor_gender_2014, title = {Gender {Inequalities} and the {Question} of {Human} {Rights} {Among} the {Hausa}/{Fulani} {Muslim} {Women}}, language = {en}, journal = {Bayero Journal of Political Science, Maiden Edition}, year = {2014}, keywords = {⛔ No DOI found}, pages = {51--66}, } @techreport{gaidzanwa_gender_2008, title = {Gender {Issues} in {Technical} and {Vocational} {Education} and {Training}}, url = {https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf}, abstract = {This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.}, language = {en}, author = {Gaidzanwa, RB}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CWR9J8Z4 2317526:6GINJEJR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:gender, F:girl, F:pay, F:women, P:culture, P:nature, Q:distance learning, Q:primary education, T:Educação profissionalizante, T:TVET, T:vocational school, \_C:Ghana GHA, publicImportV1}, } @article{browne_gender_2017, title = {Gender {Norms} in the {Western} {Balkans}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13114}, abstract = {The Western Balkans remains a region dominated by patriarchal gender norms. The biggest challenge for improving gender equality is changing the mentality of women and men towards traditional gender roles (Petričević, 2012). The literature consistently identifies social attitudes as a barrier to increasing gender equality. Many people are not aware of women’s rights or gender non-discrimination laws (Petričević, 2012). In several areas of gender equality, legal provisions are adequate and conform to UN and international norms. However, these are not always implemented or adhered to in practice, due to lack of capacity, knowledge, resources or social barriers. Standard indicators of gender equality include: female/male school enrolment; literacy rate; unemployment; maternal mortality; life expectancy; adolescent fertility rate; proportion of women in parliament1. Others include violence against women and girls; gender equality policy and legislation. Much of the literature recognises the need to include men and raise men’s awareness about gender issues. Most of the literature on the Western Balkans looks at interpersonal and household gender norms, such as girls’ access to school, women’s work and household decision making. There is also a strong literature on women’s political participation and violence against women and girls. This report provides a brief summary of the main gender issues in the region, as reported in the literature. It is not a comprehensive literature review, but a collection of resources which highlight the key points to consider on gender. Each country has a large selection of resources on its specific gendered issues, which can provide more detail. There is a companion piece to this report which focuses on the relationship between gender and conflict in the Western Balkans2. This report sketches the main parameters of gender in the region.}, language = {en}, urldate = {2022-12-18}, author = {Browne, Evie}, month = mar, year = {2017}, note = {Accepted: 2017-07-20T15:37:36Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:BC6MDSNX 4869029:7ZSLB7SC}, keywords = {⛔ No DOI found}, } @article{bolton_gender_2019, title = {Gender {Parity} in {Education} in {Ethiopia}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14997}, abstract = {This report synthesises evidence on the trends in the gender gap in primary and secondary school, particularly for the emerging regions: Afar, Benishangul-Gumuz, Gambela, and Somali in 2000 to 2019. This report was completed in two parts, results from statistical research and extraction from four reports provided by the requester. Four reports were provided to review for this helpdesk with data extraction in section 8. A report on advancing women’s equality in Africa focussed on improving economic opportunities and noted that parity in work and society must come together. Ethiopia was deemed to be performing particularly badly on parity in ‘legal protection and political voice’. However, Ethiopia has an above average score on political representation. Research looking at the role of politics in relation to girls’ education gives important insight. Yorke, Rose, and Pankhurst (2019) explore this with discussion on why positive progress in official policy is not necessarily leading to changes on the ground. They recommend a focus on the meso-level, the space between policy and implementation.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = dec, year = {2019}, note = {Accepted: 2020-02-04T14:43:04Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:94GE8ANA 4869029:9GKHI85K}, keywords = {⛔ No DOI found}, } @article{government_of_ethiopia_gender_2014, title = {Gender {Responsive} {Pedagogy} {Manual}}, url = {http://www.moe.gov.et/documents/20182/36315/Gender+Responsive+Pedagogy+Manual+%28Autosaved%29%281%29.pdf/56f75fcb-7a0b-4c7f-8cf0-02468495cd80}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZA488YF5 2317526:ZMCJNHXW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{noauthor_gender_nodate, title = {Gender {Responsive} {Scorecard}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LCWDXIPT 2129771:RJ4XIMTJ}, } @misc{government_of_ethiopia_gender_2014, title = {Gender {Strategy} for the {Education} and {Training} {Sector}}, url = {http://www.moe.gov.et/documents/20182/36315/GENDER+STRATEGY.pdf/b9e68a15-bc9e-4930-a5d2-1c1981ca264c}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2014}, note = {UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, gender, inclusion, publicImportV1}, } @article{bonzet_gender_2019, series = {Journal}, title = {Gender {Transformation} {Experiences} among {Women} {Leaders} in the {Western} {Cape} {TVET} {Sector}: {A} {Narrative} {Response}}, doi = {10.25159/1947-9417/3521}, abstract = {Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.{\textbackslash}n}, journal = {EDUCATION AS CHANGE}, author = {Bonzet, Rene and Frick, Beatrice Liezel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.25159/1947-9417/3521 2129771:3F83QAIX 2129771:45Z5DMCB 2129771:MV77VZP5 2129771:V8JUJ3N7}, } @misc{leach_gender_2004, title = {Gender violence in schools: {Malawi}}, url = {http://ndr.mw:8080/xmlui/bitstream/handle/123456789/146/Gender%20Violence_newsletter4-1.pdf?sequence=1}, language = {English}, urldate = {2022-08-17}, author = {Leach, F. and Fiscian, V. and Kadzamira, E. and Lemani, E. and Machakanja, P.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SSIANV4H 4752638:GSYEIAS3}, keywords = {\_C:Malawi MWI}, } @misc{bmbf_genderforschung_nodate, title = {Genderforschung}, url = {https://www.bmbf.de/de/genderforschung-222.html}, abstract = {Welche Ursachen und Mechanismen behindern die Gleichstellung? Welche Handlungsansätze fördern Chancengerechtigkeit? Was sind nachhaltige gleichstellungspolitische Initiativen?}, language = {de}, urldate = {2020-05-28}, journal = {Bundesministerium für Bildung und Forschung - BMBF}, author = {BMBF}, note = {Library Catalog: www.bmbf.de KerkoCite.ItemAlsoKnownAs: 2129771:QS7QKJDN 2317526:E35KCIVE}, } @misc{government_of_south_africa_general_2001, title = {General and {Further} {Education} and {Training} {Quality} {Assurance} {Act} {Nº58}}, url = {https://www.umalusi.org.za/docs/legislation/2001/actno58_2001.pdf}, language = {Language}, urldate = {2018-12-19}, author = {{Government of South Africa}}, year = {2001}, note = {UA-1a6bde11-123e-41f7-957c-aaee9859b58f KerkoCite.ItemAlsoKnownAs: 2129771:SP966LAJ 2317526:MUJYGBFC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Quality Assurance, publicImportV1}, } @book{sseip_general_2020, title = {{GENERAL} {MATHEMATICS} {OR} {MATHEMATICS} ({CORE})}, url = {https://zenodo.org/record/3745446}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745446}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745446 2129771:J5DMLP64}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @techreport{building_evidence_in_education_generating_2015, title = {Generating {Evidence} in {Education}: {Impact} {Evaluations}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_Generating_Evidence.pdf}, abstract = {This guide is the first in a series of publications on evaluations in education prepared for the Building Evidence in Education (BE2) working group. It provides an introduction to: the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.}, urldate = {2021-04-18}, author = {{Building Evidence in Education}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J8N3NDBP 2405685:66TQ3HZ6}, } @article{alvesson_generating_2011, title = {Generating research questions through problematization}, volume = {36}, language = {en}, number = {2}, journal = {Academy of Management Review}, author = {Alvesson, M and Sandberg, J}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IX3865TH 2486141:7KUXF3IE}, keywords = {❓ Multiple DOI}, pages = {247--271}, } @inproceedings{blair-freese_geo-referenced_2019, address = {Seattle, WA, USA}, title = {Geo-{Referenced} {Infrastructure} and {Demographic} {Data} for {Development}}, isbn = {978-1-72811-780-5}, url = {https://ieeexplore.ieee.org/document/9033027/}, doi = {10.1109/GHTC46095.2019.9033027}, language = {en}, urldate = {2021-03-18}, booktitle = {2019 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, publisher = {IEEE}, author = {Blair-Freese, Io}, month = oct, year = {2019}, pages = {1--1}, } @article{lubienski_geo-spatial_2017, title = {Geo-spatial analyses in education research: the critical challenge and methodological possibilities}, volume = {55}, copyright = {© 2016 Institute of Australian Geographers}, issn = {1745-5871}, shorttitle = {Geo-spatial analyses in education research}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12188}, doi = {10.1111/1745-5871.12188}, abstract = {The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Geographical Research}, author = {Lubienski, Christopher and Lee, Jin}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1745-5871.12188 KerkoCite.ItemAlsoKnownAs: 2129771:555XYA4A 2129771:M3F439Y7}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:Canada CAN, \_C:Chile CHL, \_C:Georgia GEO, \_C:Ireland IRL, \_C:Japan JPN, \_C:New Zealand NZL, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, access, education policy, equity, school choice, spatial inquiry}, pages = {89--99}, } @techreport{mcburnie_geodata_2021, type = {Geodata in {Education} {Report}}, title = {Geodata in {Education} - an annotated bibliography}, abstract = {This annotated bibliography summarises uses of geospatial data in education.}, number = {1}, institution = {Education Commission GIS in Education Working Group}, author = {McBurnie, Chris and Haßler, Björn}, month = may, year = {2021}, doi = {10.5281/zenodo.4482766}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4482766 2129771:8B68G7IK}, keywords = {Author:Haßler, Author:OpenDevEd}, } @article{adeleke_geographical_2022, title = {Geographical determinants and hotspots of out-of-school children in {Nigeria}}, volume = {4}, issn = {2544-7831}, url = {https://www.degruyter.com/document/doi/10.1515/edu-2022-0176/html}, doi = {10.1515/edu-2022-0176}, abstract = {In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.}, language = {en}, number = {1}, urldate = {2023-03-11}, journal = {Open Education Studies}, author = {Adeleke, Richard and Alabede, Opeyemi}, month = jan, year = {2022}, note = {Publisher: De Gruyter Open Access}, keywords = {Nigeria, Spatial analysis, foreign direct investment, out-of-school children, poverty}, pages = {345--355}, } @article{cobb_geospatial_2020, title = {Geospatial {Analysis}: {A} {New} {Window} {Into} {Educational} {Equity}, {Access}, and {Opportunity}}, volume = {44}, issn = {0091-732X}, shorttitle = {Geospatial {Analysis}}, url = {https://doi.org/10.3102/0091732X20907362}, doi = {10.3102/0091732X20907362}, abstract = {A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Research in Education}, author = {Cobb, Casey D.}, month = mar, year = {2020}, note = {Publisher: American Educational Research Association}, keywords = {Lebanon\_event\_2021, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Japan JPN, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {97--129}, } @article{juran_geospatial_2018, title = {Geospatial mapping of access to timely essential surgery in sub-{Saharan} {Africa}}, volume = {3}, copyright = {© Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.}, issn = {2059-7908}, url = {https://gh.bmj.com/content/3/4/e000875}, doi = {10.1136/bmjgh-2018-000875}, abstract = {{\textless}h3{\textgreater}Introduction{\textless}/h3{\textgreater} {\textless}p{\textgreater}Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Methods{\textless}/h3{\textgreater} {\textless}p{\textgreater}Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Results{\textless}/h3{\textgreater} {\textless}p{\textgreater}Overall, the majority of the population (92.5\%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children \<15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Conclusion{\textless}/h3{\textgreater} {\textless}p{\textgreater}The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.{\textless}/p{\textgreater}}, language = {en}, number = {4}, urldate = {2021-03-18}, journal = {BMJ Global Health}, author = {Juran, Sabrina and Broer, P. Niclas and Klug, Stefanie J. and Snow, Rachel C. and Okiro, Emelda A. and Ouma, Paul O. and Snow, Robert W. and Tatem, Andrew J. and Meara, John G. and Alegana, Victor A.}, month = aug, year = {2018}, pmid = {30147944}, note = {Publisher: BMJ Specialist Journals Section: Research}, pages = {e000875}, } @article{utazi_geospatial_2020, title = {Geospatial variation in measles vaccine coverage through routine and campaign strategies in {Nigeria}: {Analysis} of recent household surveys}, volume = {38}, issn = {0264-410X}, shorttitle = {Geospatial variation in measles vaccine coverage through routine and campaign strategies in {Nigeria}}, url = {https://www.sciencedirect.com/science/article/pii/S0264410X20303017}, doi = {10.1016/j.vaccine.2020.02.070}, abstract = {Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries.}, language = {en}, number = {14}, urldate = {2021-03-18}, journal = {Vaccine}, author = {Utazi, C. Edson and Wagai, John and Pannell, Oliver and Cutts, Felicity T. and Rhoda, Dale A. and Ferrari, Matthew J. and Dieng, Boubacar and Oteri, Joseph and Danovaro-Holliday, M. Carolina and Adeniran, Adeyemi and Tatem, Andrew J.}, month = mar, year = {2020}, keywords = {Geospatial analysis, Measles vaccine, Post-campaign coverage survey, Routine immunization, Supplementary immunization activities}, pages = {3062--3071}, } @misc{noauthor_german_nodate, title = {German {Academic} {Exchange} {Service} - {DAAD}}, url = {https://www.daad.de/en/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RPLA42GV 2317526:TGXFR93K}, } @misc{noauthor_gerrymandering_2021, title = {Gerrymandering}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Gerrymandering&oldid=1009681363}, abstract = {Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems. Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district. In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process.}, language = {en}, urldate = {2021-03-07}, journal = {Wikipedia}, month = mar, year = {2021}, note = {Page Version ID: 1009681363}, } @phdthesis{haseloff_gestaltungsorientierung_2017, title = {Gestaltungsorientierung als {Entwicklungsstrategie} zur {Beförderung} der beruflichen {Fortbildung} – dargestellt und untersucht am {Beispiel} des {Projektes} {VET}-{Net}}, language = {de}, author = {Haseloff, Gesine}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U972YMBU 2317526:CP2DPGD3 UA-7a56c9f3-ad17-469f-b082-d4f037a697d4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, C:Mozambique, C:South Africa, publicImportV1, ⛔ No DOI found}, } @techreport{global_edtech_trialing_network_united_states_getn_2023, title = {{GETN} {Tenets} \& {Principles} of {EdTech} {Trialing} {Networks} \& {Environments} within the {US}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/UF5E7H5N}, language = {en}, institution = {Global EdTech Testbeds Network}, author = {{Global EdTech Trialing Network (United States)} and Boody Adorno, Katie and Mote, Erin}, month = nov, year = {2023}, doi = {10.53832/opendeved.1023}, note = {ZenodoArchiveID: 10026765 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1023 ZenodoArchiveConcept: 10026764}, keywords = {\_r:AddedByMyEducationEvidence}, } @misc{noauthor_getting_2021, title = {Getting all children into school: {The} {Sierra} {Leone} story}, shorttitle = {Getting all children into school}, url = {https://storymaps.arcgis.com/stories/671606ea9ce24eac9684b46fba259e18}, abstract = {Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.}, language = {en}, urldate = {2021-07-29}, journal = {ArcGIS StoryMaps}, month = jul, year = {2021}, keywords = {\_C:Sierra Leone SLE}, } @book{gorard_getting_2020, title = {Getting evidence into education: {Evaluating} the routes to policy and practice}, shorttitle = {Getting evidence into education}, url = {https://books.google.co.uk/books?hl=en&lr=&id=5AvaDwAAQBAJ&oi=fnd&pg=PA1978&ots=dMEZ5kK_Kq&sig=k1e2wSkUb0tpUIZ-MRPiXSrv-vs}, urldate = {2023-11-01}, publisher = {Routledge}, author = {Gorard, Stephen}, year = {2020}, } @misc{belfield_getting_2021, title = {Getting girls back into school: strategies for successfully re-enrolling girls in {Ghana} and {Sierra} {Leone}}, url = {https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/}, urldate = {2022-01-02}, journal = {FCDO - GEC}, author = {Belfield, Sophie and Mathur, Meenu and Caine, Ellie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7PSBTMG4 2339240:GMMKRGS8 2405685:79GPUNG4}, keywords = {\_C:Sierra Leone SLE}, } @article{filmer_getting_2008, title = {Getting girls into school: {Evidence} from a scholarship program in {Cambodia}}, volume = {56}, doi = {10.1086/533548}, journal = {Economic Development and Cultural Change}, author = {Filmer, Deon and Schady, Norbert}, year = {2008}, pages = {581--617}, } @misc{perakis_getting_2012, title = {Getting the {Facts} {Straight}: {Pergau} {Dam} and {British} {Foreign} {Aid}}, shorttitle = {Getting the {Facts} {Straight}}, url = {https://www.cgdev.org/blog/getting-facts-straight-pergau-dam-and-british-foreign-aid}, abstract = {Why does Britain score consistently well in its approach to aid?}, language = {en}, urldate = {2020-06-22}, journal = {Center For Global Development}, author = {Perakis, Rita}, year = {2012}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2129771:S56ALNK5}, } @book{ramachandran_getting_2017, title = {Getting the {Right} {Teachers} into the {Right} {Schools}: {Managing} {India}'s {Teacher} {Workforce}}, isbn = {978-1-4648-0988-0}, shorttitle = {Getting the {Right} {Teachers} into the {Right} {Schools}}, abstract = {India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.}, language = {en}, publisher = {World Bank Publications}, author = {Ramachandran, Vimala and Béteille, Tara and Linden, Toby and Dey, Sangeeta and Chatterjee, Prerna Goel}, month = nov, year = {2017}, note = {Google-Books-ID: SQpADwAAQBAJ}, keywords = {Education / General, Education / Professional Development}, } @misc{government_of_ghana_ghana_nodate, title = {Ghana {Education} {Service}}, url = {https://ges.gov.gh/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L32BLK8E 2317526:L56J3JSL}, } @misc{noauthor_ghana_nodate, title = {Ghana {Education} {Service} ({GES})}, url = {https://ges.gov.gh/}, language = {en-US}, urldate = {2020-08-04}, note = {Library Catalog: ges.gov.gh EdTechHub.ItemAlsoKnownAs: 2129771:HEYITHE2}, } @misc{noauthor_ghana_nodate, title = {Ghana {Education} {Service} (ghanaschoolsinfo, syllabus)}, url = {http://ghanaschoolsinfo.org/syllabus}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:ETJP5R3I}, } @article{noauthor_ghana_2019, series = {News}, title = {Ghana government invests 500m in {TVET}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MW999DPB}, } @misc{noauthor_ghana_nodate, title = {Ghana {National} {Association} of {Private} {Vocational} and {Technical} {Institutions}}, url = {http://www.gnapvti.org/index.php?option=com_content&view=featured&layout=uber:blank&Itemid=784}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ER9VLYV2}, } @techreport{innovations_for_poverty_action_ghana_2020, title = {Ghana {RECOVR} {Survey} {Analysis}}, author = {Innovations for Poverty Action}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38}, } @article{noauthor_ghana_2019, series = {News}, title = {Ghana signs agreement with {Germany} for {TVET} support}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WDMKWZ32}, } @article{noauthor_ghana_2019, series = {News}, title = {Ghana {TVET} project voucher launched in {Western} {Region}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TTAFWQGT}, } @misc{ajadi__2012, title = {' {Ghosts} of the {Primitives}}, language = {en}, author = {Ajadi, S.B.}, year = {2012}, } @incollection{ajadi_ghosts_2012, title = {'{Ghosts} of the {Primitives}: {The} {Predicament} of {X}}, language = {en}, booktitle = {Y, {Z} in {Nigerian} {Architecture} {II}' {Sunday} {Sun} ({National}) {April} 8}, author = {Ajadi, S.B.}, year = {2012}, pages = {45}, } @misc{world_bank_gini_nodate, title = {{GINI} index ({World} {Bank} estimate) - {South} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SI.POV.GINI?locations=ZA}, urldate = {2020-04-20}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MD2MT94 2129771:P6WB56HE}, } @techreport{rafaeli_girl-focused_2020, address = {Brighton, UK}, type = {{K4D} {Helpdesk} {Report}}, title = {Girl-focused life skills interventions at a distance}, language = {en}, number = {806}, institution = {Institute of Development Studies}, author = {Rafaeli, Tal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ}, } @article{rafaeli_girl-focused_2020, title = {Girl-focused {Life} {Skills} {Interventions} at a {Distance}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15274}, abstract = {This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.}, language = {en}, urldate = {2022-12-18}, author = {Rafaeli, Tal}, month = apr, year = {2020}, note = {Accepted: 2020-04-30T13:19:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:V5VIEMES 4869029:RAGFMZJC}, keywords = {⛔ No DOI found}, } @incollection{edwards_girl_2016, title = {Girl power: cash transfers and adolescent welfare. {Evidence} from a cluster‐randomized experiment in {Malawi}}, booktitle = {Chapter in {NBER} book {African} {Successes}, {Volume} {II}: {Human} {Capital}}, publisher = {University of Chicago Press}, author = {Baird, Sarah J. and Chirwa, Ephraim and Hoop, Jacobus De and Özler, Berk}, editor = {Edwards, Sebastian and Johnson, Simon and Weilp, David N.}, year = {2016}, pages = {139--164}, } @article{hyde_girls_1994, title = {Girls’ attainment in basic literacy and education project: {Knowledge}, attitudes and practices pilot survey}, shorttitle = {Girls’ attainment in basic literacy and education project}, journal = {Final report. Zomba: Centre for Social Research, University of Malawi}, author = {Hyde, Karin AL and Kadzamira, Esme}, year = {1994}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7EW8E9A7 4752638:K25CKX5I}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{pankhurst_girls_2022, title = {Girls’ education and climate change: {A} critical review of the literature}, url = {https://www.gendereddata.org/wp-content/uploads/2022/07/Girls-Education-and-Climate-Change-Critical-Review-of-the-Literature_FINAL-2.pdf}, language = {en}, author = {Pankhurst, Camilla}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CBWZTHE2 5072953:H8GVVHIV}, keywords = {selected\_for:effects of climate ch...on learning...LMICs 2024}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {COVID}-19 in {Pakistan}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, abstract = {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.}, urldate = {2020-12-08}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2405685:AYKYWR8J}, } @techreport{webb_girls_2020, title = {Girls’ {Education} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Girls’ {Education} and {EdTech}}, language = {en}, institution = {EdTech Hub}, author = {Webb, Daniel and Barringer, Katie and Torrance, Rebecca and Mitchell, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EZB37W4S}, keywords = {Final\_citation, cited, existing}, } @techreport{webb_girls_2020, type = {Rapid {Evidence} {Review}}, title = {Girls’ {Education} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Girls' {Education}}, url = {https://docs.edtechhub.org/lib/CZBRW85R}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Webb, Daniel and Barringer, Katie and Torrance, Rebecca and Mitchell, Joel}, year = {2020}, doi = {10.5281/zenodo.4556939}, doi = {10.5281/zenodo.4737460}, note = {PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:6PE7ANUL 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:NMXFFTIB 2405685:RTIHY6H8 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7}, keywords = {L:Gender and education, LP: English, \_EdTechHub\_Output, \_L:English UXZJW5DR, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodoETH, \_zenodoETH:submitted, ⛔ No DOI found}, } @techreport{unterhalter_girls_2014, title = {Girls' education and gender equality}, url = {http://r4d.dfid.gov.uk/pdf/outputs/HumanDev_evidence/Girls_Education_Literature_Review_2014_Unterhalter.pdf}, institution = {Department for International development}, author = {Unterhalter, Elaine and North, Amy and Arnot, Madeleine and Lloyd, Cynthia and Moletsane, Lebo and Murphy-Graham, Erin and Parkes, Jenny and Saito, Mioko}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3HUFEXSF 2129771:ICZU39G6}, keywords = {⛔ No DOI found}, } @techreport{dfid_girls_2018, title = {Girls {Education} {Challenge}: {Thematic} {Review} ({Education} {Technology})}, url = {https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf}, institution = {DFID}, author = {DFID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S}, } @misc{ventura_girls_2018, title = {Girls' {Education} in {Dominica}}, url = {https://borgenproject.org/girls-education-in-dominica/}, abstract = {Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country.}, language = {English}, urldate = {2020-12-09}, journal = {The Borgen Project}, author = {Ventura, Joseph}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RRQCPL29 2486141:6P9QPI74}, } @article{sims_girls_2020, title = {Girls’ {Education} {Programmes} in the {ASEAN} region}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15754}, abstract = {This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.}, language = {en}, urldate = {2022-12-18}, author = {Sims, Kate and Thuo, Sarah}, month = oct, year = {2020}, note = {Accepted: 2020-11-04T09:30:50Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:RBFD8R6H 4869029:GYR3TD5Q}, keywords = {⛔ No DOI found}, } @article{carter_girls_2018, title = {Girls’ {Educational} {Needs} in {Libya}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14056}, abstract = {Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3\%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).}, language = {en}, urldate = {2022-12-18}, author = {Carter, Becky}, month = sep, year = {2018}, note = {Accepted: 2018-09-13T11:03:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:SRPCU2T5 4869029:XGBNZMVB}, keywords = {⛔ No DOI found}, } @article{pritchett_girls_2017, title = {Girls’ {Schooling} and {Women}’s {Literacy}: {Schooling} targets alone won’t reach learning goals ({CGD} {Policy} {Paper} 104)}, shorttitle = {Girls’ {Schooling} and {Women}’s {Literacy}}, url = {https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf}, journal = {Washington, DC: Center for Global Development}, author = {Pritchett, Lant and Sandefur, Justin}, year = {2017}, keywords = {⛔ No DOI found}, } @incollection{sandefur_girls_2016, title = {Girls' {Schooling} is {Good}, {Girls}' {Schooling} with {Learning} is {Better}}, booktitle = {Background paper for the {International} {Commission} on {Financing} {Global} {Education} {Opportunity}}, author = {Sandefur, Justin and Oye, Mari and Pritchett, Lant}, year = {2016}, } @article{ayel_gis_2018, title = {{GIS} {Based} {Suitable} {Site} {Selection} and {Road}-map {Preparation} for {Equitable} {Distribution} of {Secondary} {Schools} of {Amhara} {Region}, {Ethiopia}}, volume = {Volume 8}, abstract = {The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1\%), 2,551,599.57ha (22.3\%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9\%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.}, author = {Ayel, Leykun and Wondim, Yirga and Abebe, Abiyu}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:89E7GE75 2129771:Z42PHB85}, keywords = {⛔ No DOI found}, pages = {100--113}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group}}, url = {https://educationcommission.org/gis-for-education-working-group/}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6}, keywords = {\_yl:a}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group} launches to promote data-driven decision-making}, url = {https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/}, abstract = {Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = mar, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4}, keywords = {\_yl:b}, } @article{kuzucuoglu_gis_2018, title = {{GIS} {FOR} {SCHOOL} {LIBRARIES} {EMERGENCY} {PLANNING}}, url = {https://avesis.medeniyet.edu.tr/yayin/2909eb81-77fd-455f-9a95-f6f68507c2bd/gis-for-school-libraries-emergency-planning}, abstract = {Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.}, language = {eng}, number = {1}, urldate = {2022-04-18}, journal = {journals University of Alberta Libraries}, author = {Kuzucuoğlu, Alpaslan}, year = {2018}, keywords = {⛔ No DOI found}, } @article{mulaku_gis_2013, title = {{GIS} in {Education} {Planning}: {The} {Kenyan} {School} {Mapping} {Project}}, volume = {43}, copyright = {© 2011 Maney Publishing}, shorttitle = {{GIS} in {Education} {Planning}}, url = {https://www.tandfonline.com/doi/pdf/10.1179/003962611X13117748892155}, doi = {10.1179/003962611X13117748892155}, abstract = {School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...}, language = {EN}, number = {323}, urldate = {2020-11-08}, journal = {Survey Review}, author = {Mulaku, G. C. and Nyadimo, E.}, month = jul, year = {2013}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9}, keywords = {\_C:Ethiopia ETH, \_C:France FRA, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:State of Palestine PSE, \_C:Thailand THA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{roulston_gis_2013, title = {{GIS} in {Northern} {Ireland} secondary schools: mapping where we are now}, volume = {22}, issn = {1038-2046}, shorttitle = {{GIS} in {Northern} {Ireland} secondary schools}, url = {https://doi.org/10.1080/10382046.2012.759437}, doi = {10.1080/10382046.2012.759437}, abstract = {A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.}, number = {1}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Roulston, Stephen}, month = feb, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2012.759437}, keywords = {C2k, Geographic Information Systems, Northern Ireland, \_C:Australia AUS, \_C:Germany DEU, \_C:Ireland IRL, \_C:Singapore SGP, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, geography education}, pages = {41--56}, } @article{schaefer_gis_nodate, title = {{GIS} in {Schools}: {Experiences} and {Progress} in {Germany}}, language = {en}, author = {Schaefer, Dirk}, keywords = {\_C:Germany DEU, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {10}, } @article{safford_give_2013, title = {“{Give} courage to the ladies”: {Expansive} apprenticeship for women in rural {Malawi}}, url = {http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213}, doi = {10.1080/13636820.2012.755213}, abstract = {Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Safford, K. and Cooper, D. and Wolfenden, F. and Chitsulo, J.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing world, F:access, F:gender, F:learning, F:motivation, F:outcomes, F:teaching, F:women, P:economy, P:measurement, P:teacher education, P:teacher training, P:teachers, Q:certificate, Q:distance education, Q:lifelong learning, T:Lehrlingsausbildung, T:TVET, T:Training, T:apprentice, T:career, T:continuing education, T:workplace education, Z:Access to Education, Z:Adult Education, Z:Apprenticeships, Z:Barriers, Z:Career aspirations, Z:Continuing Education, Z:Distance Education, Z:Distance education, Z:Donors and NGOs, Z:Economic Development, Z:Elementary Schools, Z:Female empowerment, Z:Females, Z:Foreign Countries, Z:Gender Issues, Z:Mentors, Z:Rural Areas, Z:Teacher Certification, Z:Teacher Education, Z:Teacher Shortage, Z:Teacher education, Z:Teacher motivation, Z:VET and development, Z:VET and economic development, Z:Vocational Education, Z:Vocational education and training, Z:Women Faculty, Z:Workplace Learning, Z:adult learning, Z:gender and learning, Z:learning in life \&, Z:philosophy of VET, Z:teacher training, Z:training, Z:vocational education \&, Z:work transitions, Z:workplace learning, publicImportV1}, } @article{berlinski_giving_2008, title = {Giving {Children} a {Better} {Start}: {Preschool} {Attendance} and {School}-{Age} {Profiles}.}, url = {http://personal.lse.ac.uk/manacorm/preschool.pdf}, doi = {10.1016/j.jpubeco.2007.10.007}, journal = {Journal of Public Economics}, author = {Berlinski, Samuel and Galiani, Sebastian and Manacorda, Marco}, year = {2008}, pages = {1416--1440}, } @misc{government_of_germany_giz_nodate, title = {{GIZ} - {Deutsche} {Gesellschaft} für {Internationale} {Zusammenarbeit}}, url = {https://www.giz.de/en/html/index.html}, abstract = {Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent.}, language = {en}, urldate = {2018-11-29}, author = {{Government of Germany}}, note = {UA-e21a0586-3596-41a8-88a7-ee26d7157e5e KerkoCite.ItemAlsoKnownAs: 2129771:HYJZUGI3 2317526:LYF9SHZ2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Germany, CC:Ghana, Networks, publicImportV1}, } @misc{noauthor_glam_outcome_mapping_finalupdatedpdf_nodate, title = {glam\_outcome\_mapping\_finalupdated.pdf}, url = {https://cdn.odi.org/media/documents/glam_outcome_mapping_finalupdated.pdf}, urldate = {2022-04-03}, } @misc{noauthor_global_nodate, title = {Global {Digital} {Library}}, url = {https://digitallibrary.io/en/books/category/library}, abstract = {Enjoy free reading resources. Available for everyone. Forever}, language = {en}, urldate = {2020-08-05}, journal = {Global Digital Library}, note = {Library Catalog: www.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2129771:8AI64KTM}, } @article{wodi_global_2012, title = {Global economic crisis: {A} challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the {Nigerian} {Economy}}, url = {http://www.hrmars.com/admin/pics/679.pdf}, abstract = {The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.}, language = {en}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Wodi, SW}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WV2ZQM7U 2317526:6SUVI26U UTI-621EF8ED-FC0B-37B7-8B86-05C15BA2D5E4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:economy, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{usaid_global_2020, title = {Global {Education} {Learning} {Series}: {Disability} {Inclusive} {Education} {Successes} and {Lessons} {Learned}}, url = {https://www.edu-links.org/events/disability-inclusive-education-successes-and-lessons-learned}, author = {USAID}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MBBPT8HG}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @book{gem_report_unesco_global_2023, edition = {1}, title = {Global {Education} {Monitoring} {Report} 2023: {Technology} in education: {A} tool on whose terms?}, isbn = {978-92-3-100609-8}, shorttitle = {Global {Education} {Monitoring} {Report} 2023}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000385723}, urldate = {2024-03-19}, publisher = {GEM Report UNESCO}, author = {{GEM Report UNESCO}}, month = jul, year = {2023}, doi = {10.54676/UZQV8501}, note = {KerkoCite.ItemAlsoKnownAs: 10.54676/UZQV8501 4804264:XMSIAXMR}, keywords = {Final\_citation}, } @book{gem_report_unesco_global_2023, edition = {1}, title = {Global {Education} {Monitoring} {Report} 2023: {Technology} in education: {A} tool on whose terms?}, isbn = {978-92-3-100609-8}, shorttitle = {Global {Education} {Monitoring} {Report} 2023}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000385723}, urldate = {2023-10-22}, publisher = {GEM Report UNESCO}, author = {{GEM Report UNESCO}}, month = jul, year = {2023}, doi = {10.54676/UZQV8501}, } @misc{noauthor_global_nodate, title = {Global {Education}’s {Tech} {Reboot}}, url = {https://www.morganstanley.com/ideas/education-system-technology-reboot}, abstract = {How technology can drive efficiency and consolidation in global education to create an estimated \$8 trillion market by 2030.}, language = {en}, urldate = {2024-03-19}, journal = {Morgan Stanley}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:R9CSS2SI}, keywords = {Final\_citation}, } @article{gustafsson-wright_global_2022, title = {Global education trends and research to follow in 2022}, url = {https://policycommons.net/artifacts/4142385/global-education-trends-and-research-to-follow-in-2022/4951073/}, urldate = {2024-03-05}, author = {Gustafsson-Wright, Emily and Hadani, Helen Shwe and Hirsh-Pasek, Kathy and Jalbout, Maysa and King, Elizabeth M. and ODonoghue, Jennifer L. and Olsen, Brad and Shapiro, Jordan and Vegas, Emiliana and Winthrop, Rebecca}, year = {2022}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:H5U6GHQI}, keywords = {Final\_citation, ⛔ No DOI found}, } @techreport{bond_global_2021, type = {preprint}, title = {Global emergency remote education in secondary schools during the {COVID}-19 pandemic}, url = {https://osf.io/7k59g}, abstract = {Global emergency remote education in secondary schools during the COVID-19 pandemic}, language = {en}, urldate = {2021-10-27}, institution = {Open Science Framework}, author = {Bond, Melissa and Bergdahl, Nina and Mendizabal-Espinosa, Rosa and Kneale, Dylan and Bolan, Faye and Hull, Poppy and Ramadani, Fjolla}, month = oct, year = {2021}, doi = {10.31219/osf.io/7k59g}, note = {KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/7k59g 2129771:RLYLQR4X}, keywords = {\_genre:LR-literature\_review, stress}, } @techreport{unep_global_2016, address = {Nairobi, Kenya}, title = {Global {Gender} and {Environment} {Outlook}}, url = {https://www.unep.org/resources/report/global-gender-and-environment-outlook-ggeo}, institution = {UN Environment}, author = {{UNEP}}, year = {2016}, note = {ISBN: 978-92-807-3581-9}, } @article{aboud_global_2015, title = {Global {Health} and {Development} in {Early} {Childhood}.}, volume = {66}, url = {https://pdfs.semanticscholar.org/39ca/5b70154859fa8e34855f6789605cb9fbd5af.pdf}, doi = {10.1146/annurev-psych-010814-015128}, journal = {Annual Review of Psychology}, author = {Aboud, Frances E. and Yousafzai, Aisha K.}, year = {2015}, pages = {433--457}, } @misc{noauthor_global_nodate, title = {Global {Implementation} {Research} and {Applications}}, url = {https://www.springer.com/journal/43477}, abstract = {New Journal for 2021! As the official journal of the Global Implementation Society, Global Implementation Research and Applications (GIRA) seeks rigorous ...}, language = {en}, urldate = {2022-11-29}, journal = {Springer}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VAKNL8NV 4869029:5QRWPRNG}, } @article{popova_global_2018, title = {Global {Landscape} of {Teacher} {Professional} {Development} {Programs}: {The} {Gap} between {Evidence} and {Practice}}, volume = {1}, number = {117}, journal = {Population and Development Review}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, year = {2018}, keywords = {⛔ No DOI found}, pages = {42}, } @misc{noauthor_global_nodate, title = {Global {Minimum} - {InChallenge}}, url = {https://gmin.org/inchallenge/}, language = {en-US}, urldate = {2021-07-29}, journal = {Global Minimum}, } @techreport{noauthor_global-monitoring-report-2015pdf_nodate, title = {Global-{Monitoring}-{Report}-2015.pdf}, url = {http://pubdocs.worldbank.org/en/503001444058224597/Global-Monitoring-Report-2015.pdf}, urldate = {2020-08-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2L5NQ592}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {UNESCO: International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HWW8Q4W8 2129771:R5FQ338D 2405685:XX6H8UUD 261495:627CXNWB}, keywords = {C:International}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @inproceedings{asare_global_2018, title = {Global policy agendas and the {Education} {Sustainable} {Development} {Goal}: {Perspectives} from sub-{Saharan} {African} research and researchers}, shorttitle = {Global policy agendas and the {Education} {Sustainable} {Development} {Goal}}, booktitle = {{BAICE} {Conference}, {York}}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2018}, keywords = {⛔ No DOI found}, } @techreport{noauthor_global-proficiency-framework-18oct2019_kdpdf_nodate, title = {Global-{Proficiency}-{Framework}-{18Oct2019}\_KD.pdf}, url = {http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/Global-Proficiency-Framework-18Oct2019_KD.pdf}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WCXW6JZN}, } @article{cason_global_nodate, title = {Global {Proficiency} {Framework} for {Reading}}, language = {en}, author = {Cason, Crystal}, keywords = {⛔ No DOI found}, pages = {152}, } @misc{noauthor_global_nodate, title = {Global {Proficiency} {Framework}: {Reading} and {Mathematics} {\textbar} {Education} {Links}}, shorttitle = {Global {Proficiency} {Framework}}, url = {https://www.edu-links.org/resources/global-proficiency-framework-reading-and-mathematics}, abstract = {USAID worked closely with the World Bank, UNESCO Institute for Statistics (UIS), UK's Foreign, Commonwealth, and Development Offic}, language = {en}, urldate = {2021-05-15}, } @misc{hasler_global_2018, title = {Global {Public} {Goods}: {Example} document for licensing and publishing documents}, shorttitle = {Global {Public} {Goods}}, url = {https://docs.opendeved.net/lib/NCQCUJ4Z}, abstract = {This is an example document to illustrate licensing and publishing, including upload to Zenodo.}, language = {eng}, urldate = {2019-11-05}, author = {Haßler, Björn}, month = mar, year = {2018}, doi = {10.5281/zenodo.1201612}, note = {EdTechHub.Source: 2405685:8FBS8XA8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:8FBS8XA8}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, \_yl:d, ⛔ No DOI found}, } @techreport{unesco_global_2024, title = {Global {Report} on {Teachers} - {Addressing} teacher shortages and transforming the profession}, copyright = {Creative Commons Attribution ShareAlike}, url = {https://teachertaskforce.org/sites/default/files/2024-02/2024_TTF-UNESCO-Global-Report-on-Teachers_EN.pdf}, urldate = {2024-02-27}, author = {{UNESCO} and {Education 2030}}, year = {2024}, } @misc{world_economic_forum_global_2022, title = {Global {Risks} {Report} 2022}, url = {https://www.weforum.org/reports/global-risks-report-2022/in-full/}, abstract = {World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space.}, language = {en}, urldate = {2023-01-06}, journal = {World Economic Forum}, author = {World Economic Forum}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:AA3QVUGS}, keywords = {Final\_citation, existing}, } @book{drake_global_2016, title = {Global school feeding sourcebook: lessons from 14 countries}, shorttitle = {Global school feeding sourcebook}, publisher = {world scientific}, author = {Drake, Lesley and Woolnough, Alice and Bundy, Donald and Burbano, Carmen}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HU4RL3MI 4502395:887MQ8JC 4502395:B2YNI7E5}, } @article{clemens_global_2015, title = {Global {Skill} {Partnerships}: a proposal for technical training in a mobile world}, volume = {4}, issn = {2193-9004}, shorttitle = {Global {Skill} {Partnerships}}, url = {https://doi.org/10.1186/s40173-014-0028-z}, doi = {10.1186/s40173-014-0028-z}, abstract = {Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.}, number = {1}, urldate = {2022-05-03}, journal = {IZA Journal of Labor Policy}, author = {Clemens, Michael A.}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40173-014-0028-z 2129771:TKRM4LCP 2486141:8GAFKUU8}, keywords = {Aging, Brain drain, Development, Education, Eldercare, Finance, Health, Migration, Mobility, Nurse}, pages = {2}, } @techreport{dolton_global_2018, title = {Global {Teacher} {Status} {Index} 2018}, url = {https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf}, urldate = {2021-08-03}, institution = {Varkey Foundation}, author = {Dolton, Peter and Marcenaro, Oscar and De Vries, Robert and She, Po-Wen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB}, } @article{noauthor_global_2019, series = {News}, title = {Global {Views} - {Policy} {Research}; {Data} on {Policy} {Research} {Described} by {Researchers} at {Makerere} {University} ({Technical} and {Vocational} {Education} and {Training} {In} {Uganda}: a {Critical} {Analysis})}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DFDJS5VZ}, } @book{galguera_globalization_2018, title = {Globalization, {Mass} {Education} and {Technical} and {Vocational} {Education} and {Training}}, url = {https://link.springer.com/content/pdf/10.1007/978-3-319-91107-6.pdf}, abstract = {This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.}, language = {en}, author = {Galguera, MP}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HHSFUZBU 2317526:HKNVDPCL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, A:West Africa, C:Namibia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:qualification, P:construction, P:economy, Q:ODEL, Q:open learning, T:Educação profissionalizante, T:TVET, publicImportV1}, } @book{preckler_galguera_globalization_2018, title = {Globalization, {Mass} {Education} and {Technical} and {Vocational} {Education} and {Training}: the influence of {UNESCO} in {Botswana} and {Namibia}}, author = {Preckler Galguera, Miriam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V5JSDCLQ 2317526:YBDPHP2I}, } @misc{milman_going_2022, title = {Going digital: {How} learning and employment records shape access to quality education and jobs}, shorttitle = {Going digital}, url = {https://www.brookings.edu/research/going-digital-how-learning-and-employment-records-shape-access-to-quality-education-and-jobs/}, abstract = {New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways.}, language = {en-US}, urldate = {2023-05-10}, journal = {Brookings}, author = {Milman, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, {and} Natalie, Annelies Goger}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:LIBGEPIZ}, keywords = {Final\_citation, existing}, } @inproceedings{walsh_going_2011, title = {Going digital on low-cost mobile phones in {Bangladesh}}, url = {http://www.eiabd.com/eia_oldsite/file_zone/publications/conf_papers/Walsh,Power-2011-Going_digital_on_low-cost_mobile_phones_in_Bangladesh.pdf}, urldate = {2014-06-01}, booktitle = {Proceedings of the {Annual} {International} {Conference} on {Education} \& e-{Learning} ({EeL}), 7-8 {November} 2011, {Singapore}}, author = {Walsh, Christopher and Power, Tom}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D5NL9W79 261495:E3CWCCP8}, keywords = {⛔ No DOI found}, pages = {151--156}, } @misc{noauthor_goldstar_nodate, title = {Goldstar {EdTech} {Diagnostics}}, url = {https://www.goldstared.com}, language = {en}, urldate = {2023-02-02}, journal = {Goldstar Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5LWBKJ9V}, } @book{partridge_good_2011, address = {Strawberry Hills NSW}, title = {Good {Practice} {Report}: {Blended} {Learning}.}, isbn = {978-1-921856-81-5}, shorttitle = {Good {Practice} {Report}}, abstract = {This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.}, language = {en}, publisher = {Australian Learning and Teaching Council (ALTC)}, author = {Partridge, Helen and Ponting, Deborah and McCay, Meryl}, year = {2011}, note = {OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2129771:Z3XHSGR7 2405685:CBHXFBX7}, keywords = {C:Australia}, } @misc{noauthor_google_nodate, title = {Google {Scholar}}, url = {https://scholar.google.com/scholar?cluster=10158439671787482447&hl=en&oi=scholarr}, urldate = {2023-01-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8PW82N79}, } @incollection{lopez-cozar_google_2019, title = {Google {Scholar} as a data source for research assessment}, booktitle = {Springer handbook of science and technology indicators}, publisher = {Springer}, author = {López-Cózar, Emilio Delgado and Orduña-Malea, Enrique and Martín-Martín, Alberto}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UBUJNM9J}, pages = {95--127}, } @article{orduna_malea_google_2017, title = {Google {Scholar} as a source for scholarly evaluation: a bibliographic review of database errors}, volume = {40}, shorttitle = {Google {Scholar} as a source for scholarly evaluation}, number = {4}, journal = {Revista española de documentación científica}, author = {Orduña Malea, Enrique and Martín-Martín, Alberto and Delgado-López-Cózar, Emilio}, year = {2017}, note = {Publisher: Departmento de Publicaciones del CSIC KerkoCite.ItemAlsoKnownAs: 2129771:QS97IZS2}, keywords = {⛔ No DOI found}, pages = {1--33}, } @article{martin-martin_google_2021, title = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}: a multidisciplinary comparison of coverage via citations}, volume = {126}, issn = {1588-2861}, shorttitle = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}}, url = {https://doi.org/10.1007/s11192-020-03690-4}, doi = {10.1007/s11192-020-03690-4}, abstract = {New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88\% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94\%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60\% of all citations), including 82\% of Scopus citations and 86\% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54\% of all citations), including 84\% of Scopus citations and 88\% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28\% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.}, language = {en}, number = {1}, urldate = {2021-04-17}, journal = {Scientometrics}, author = {Martín-Martín, Alberto and Thelwall, Mike and Orduna-Malea, Enrique and Delgado López-Cózar, Emilio}, month = jan, year = {2021}, note = {arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:G3H58PSL 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6}, keywords = {Computer Science - Digital Libraries}, pages = {871--906}, } @article{martin-martin_google_2018, title = {Google {Scholar}, {Web} of {Science}, and {Scopus}: {A} systematic comparison of citations in 252 subject categories}, volume = {12}, shorttitle = {Google {Scholar}, {Web} of {Science}, and {Scopus}}, doi = {10.1016/j.joi.2018.09.002}, number = {4}, journal = {Journal of informetrics}, author = {Martín-Martín, Alberto and Orduna-Malea, Enrique and Thelwall, Mike and López-Cózar, Emilio Delgado}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.09.002 2129771:ZKFZRYUP}, pages = {1160--1177}, } @misc{noauthor_google_2019, title = {Google {Scholar}, {Web} of {Science}, and {Scopus}: {Which} is best for me?}, shorttitle = {Google {Scholar}, {Web} of {Science}, and {Scopus}}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2019/12/03/google-scholar-web-of-science-and-scopus-which-is-best-for-me/}, abstract = {Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google…}, language = {"en-US"}, urldate = {2021-04-17}, journal = {Impact of Social Sciences}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FJ9V695}, } @incollection{lawan_governance_2015, address = {Kano, Bayero University, Kano}, title = {Governance and {Accountability} in {Nigeria}: {A} {Gender} {Analysis}}, language = {mg}, booktitle = {Democracy and {Governance} in {Nigeria}: {Challenges} and {Prospects}}, editor = {Lawan, Mahmoud M. and Abdul-Ismail, Aisha and Dukku, Aminu}, year = {2015}, pages = {340--354}, } @techreport{oluwafemi_governance_2015, title = {Governance and {Change} in {Educational} {Policy} {Systems} in {Technical} {Vocational} {Education}}, abstract = {From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.}, language = {en}, author = {Oluwafemi, CO and Martins, OR and Adebiaye, HO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XWDKZE4R 2317526:ZYPADVAW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:policy, P:administration, Q:distance learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{olsen_government_2023, title = {Government {Decision}-{Making} on {Education} in {Low}- and {Middle}-{Income} {Countries}: {Understanding} the {Fit} among {Innovation}, {Scaling} {Strategy}, and {Broader} {Environment}}, url = {https://www.brookings.edu/wp-content/uploads/2023/08/Olsen-2023.pdf}, language = {en}, author = {Olsen, B.}, year = {2023}, note = {Place: Brookings KerkoCite.ItemAlsoKnownAs: 4804264:4XT9HE46}, keywords = {Final\_citation, anystyle, existing}, } @misc{directorate_of_science_technology_and_innovation_government_2019, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TWXIHHM2 2339240:8BAXTEYI 2405685:46EQS5JF}, keywords = {\_C:Sierra Leone SLE}, } @techreport{freiermuth_government_2020, address = {Cambridge, UK; Washington D.C.}, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}: {A} {User} {Research} {Report}}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://docs.edtechhub.org/lib/8CB5PTUQ}, abstract = {Report on the Government of Sierra Leone Education Data Hub}, institution = {EdTech Hub}, author = {Freiermuth, Sophie and Bedoui, Claire and Middleton, Emily and Taddese, Abeba}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0027}, note = {previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2129771:V823UWZQ 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT}, keywords = {C:Sierra Leone, ES:Educational data, LP: English, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @misc{editorma_government_2020, title = {Government of {St} {Lucia} deprives 8,000 students ‘one-laptop-per child programme’}, url = {https://www.caribbeannewsglobal.com/government-of-st-lucia-deprives-8000-students-one-laptop-per-child-programme/}, language = {en-gb}, urldate = {2020-12-07}, journal = {Caribbean News Global}, author = {Editorma}, month = feb, year = {2020}, note = {Section: Technology KerkoCite.ItemAlsoKnownAs: 2129771:ZJI2E8S8 2486141:F9WU5468}, } @misc{noauthor_government_2020, title = {Government spending €500m for {TVET} projects}, url = {https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Government-spending-500m-for-TVET-projects-866467}, abstract = {The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.}, language = {en}, urldate = {2020-08-09}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7N4WBFYB}, } @misc{noauthor_govet_nodate, title = {Govet / {BMBF} cooperation with {Ghana}}, url = {https://www.bibb.de/govet/en/100651.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {en}, urldate = {2020-08-08}, journal = {BIBB - BMBF cooperation with Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4I6X9VAQ}, } @misc{bibb_govet_nodate, title = {{GOVET} - {Tasks} and objectives}, url = {https://www.bibb.de/govet/en/2352.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {en}, urldate = {2020-05-27}, author = {BIBB}, note = {Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:SJ976L83 2317526:22XM6GHJ}, } @misc{bibb_govet_nodate, title = {{GOVET} - {Zentralstelle} der {Bundesregierung} für internationale {Berufsbildungskooperation}}, url = {https://www.bibb.de/govet/de/index.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {de}, urldate = {2020-05-27}, author = {BIBB}, note = {Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:TP38XRUP 2317526:A46P3SFA}, } @misc{openai_gpt-4_2023, title = {{GPT}-4 {Technical} {Report}}, url = {http://arxiv.org/abs/2303.08774}, doi = {10.48550/arXiv.2303.08774}, abstract = {We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10\% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {OpenAI and Achiam, Josh and Adler, Steven and Agarwal, Sandhini and Ahmad, Lama and Akkaya, Ilge and Aleman, Florencia Leoni and Almeida, Diogo and Altenschmidt, Janko and Altman, Sam and Anadkat, Shyamal and Avila, Red and Babuschkin, Igor and Balaji, Suchir and Balcom, Valerie and Baltescu, Paul and Bao, Haiming and Bavarian, Mo and Belgum, Jeff and Bello, Irwan and Berdine, Jake and Bernadett-Shapiro, Gabriel and Berner, Christopher and Bogdonoff, Lenny and Boiko, Oleg and Boyd, Madelaine and Brakman, Anna-Luisa and Brockman, Greg and Brooks, Tim and Brundage, Miles and Button, Kevin and Cai, Trevor and Campbell, Rosie and Cann, Andrew and Carey, Brittany and Carlson, Chelsea and Carmichael, Rory and Chan, Brooke and Chang, Che and Chantzis, Fotis and Chen, Derek and Chen, Sully and Chen, Ruby and Chen, Jason and Chen, Mark and Chess, Ben and Cho, Chester and Chu, Casey and Chung, Hyung Won and Cummings, Dave and Currier, Jeremiah and Dai, Yunxing and Decareaux, Cory and Degry, Thomas and Deutsch, Noah and Deville, Damien and Dhar, Arka and Dohan, David and Dowling, Steve and Dunning, Sheila and Ecoffet, Adrien and Eleti, Atty and Eloundou, Tyna and Farhi, David and Fedus, Liam and Felix, Niko and Fishman, Simón Posada and Forte, Juston and Fulford, Isabella and Gao, Leo and Georges, Elie and Gibson, Christian and Goel, Vik and Gogineni, Tarun and Goh, Gabriel and Gontijo-Lopes, Rapha and Gordon, Jonathan and Grafstein, Morgan and Gray, Scott and Greene, Ryan and Gross, Joshua and Gu, Shixiang Shane and Guo, Yufei and Hallacy, Chris and Han, Jesse and Harris, Jeff and He, Yuchen and Heaton, Mike and Heidecke, Johannes and Hesse, Chris and Hickey, Alan and Hickey, Wade and Hoeschele, Peter and Houghton, Brandon and Hsu, Kenny and Hu, Shengli and Hu, Xin and Huizinga, Joost and Jain, Shantanu and Jain, Shawn and Jang, Joanne and Jiang, Angela and Jiang, Roger and Jin, Haozhun and Jin, Denny and Jomoto, Shino and Jonn, Billie and Jun, Heewoo and Kaftan, Tomer and Kaiser, Łukasz and Kamali, Ali and Kanitscheider, Ingmar and Keskar, Nitish Shirish and Khan, Tabarak and Kilpatrick, Logan and Kim, Jong Wook and Kim, Christina and Kim, Yongjik and Kirchner, Hendrik and Kiros, Jamie and Knight, Matt and Kokotajlo, Daniel and Kondraciuk, Łukasz and Kondrich, Andrew and Konstantinidis, Aris and Kosic, Kyle and Krueger, Gretchen and Kuo, Vishal and Lampe, Michael and Lan, Ikai and Lee, Teddy and Leike, Jan and Leung, Jade and Levy, Daniel and Li, Chak Ming and Lim, Rachel and Lin, Molly and Lin, Stephanie and Litwin, Mateusz and Lopez, Theresa and Lowe, Ryan and Lue, Patricia and Makanju, Anna and Malfacini, Kim and Manning, Sam and Markov, Todor and Markovski, Yaniv and Martin, Bianca and Mayer, Katie and Mayne, Andrew and McGrew, Bob and McKinney, Scott Mayer and McLeavey, Christine and McMillan, Paul and McNeil, Jake and Medina, David and Mehta, Aalok and Menick, Jacob and Metz, Luke and Mishchenko, Andrey and Mishkin, Pamela and Monaco, Vinnie and Morikawa, Evan and Mossing, Daniel and Mu, Tong and Murati, Mira and Murk, Oleg and Mély, David and Nair, Ashvin and Nakano, Reiichiro and Nayak, Rajeev and Neelakantan, Arvind and Ngo, Richard and Noh, Hyeonwoo and Ouyang, Long and O'Keefe, Cullen and Pachocki, Jakub and Paino, Alex and Palermo, Joe and Pantuliano, Ashley and Parascandolo, Giambattista and Parish, Joel and Parparita, Emy and Passos, Alex and Pavlov, Mikhail and Peng, Andrew and Perelman, Adam and Peres, Filipe de Avila Belbute and Petrov, Michael and Pinto, Henrique Ponde de Oliveira and Michael and Pokorny and Pokrass, Michelle and Pong, Vitchyr and Powell, Tolly and Power, Alethea and Power, Boris and Proehl, Elizabeth and Puri, Raul and Radford, Alec and Rae, Jack and Ramesh, Aditya and Raymond, Cameron and Real, Francis and Rimbach, Kendra and Ross, Carl and Rotsted, Bob and Roussez, Henri and Ryder, Nick and Saltarelli, Mario and Sanders, Ted and Santurkar, Shibani and Sastry, Girish and Schmidt, Heather and Schnurr, David and Schulman, John and Selsam, Daniel and Sheppard, Kyla and Sherbakov, Toki and Shieh, Jessica and Shoker, Sarah and Shyam, Pranav and Sidor, Szymon and Sigler, Eric and Simens, Maddie and Sitkin, Jordan and Slama, Katarina and Sohl, Ian and Sokolowsky, Benjamin and Song, Yang and Staudacher, Natalie and Such, Felipe Petroski and Summers, Natalie and Sutskever, Ilya and Tang, Jie and Tezak, Nikolas and Thompson, Madeleine and Tillet, Phil and Tootoonchian, Amin and Tseng, Elizabeth and Tuggle, Preston and Turley, Nick and Tworek, Jerry and Uribe, Juan Felipe Cerón and Vallone, Andrea and Vijayvergiya, Arun and Voss, Chelsea and Wainwright, Carroll and Wang, Justin Jay and Wang, Alvin and Wang, Ben and Ward, Jonathan and Wei, Jason and Weinmann, C. J. and Welihinda, Akila and Welinder, Peter and Weng, Jiayi and Weng, Lilian and Wiethoff, Matt and Willner, Dave and Winter, Clemens and Wolrich, Samuel and Wong, Hannah and Workman, Lauren and Wu, Sherwin and Wu, Jeff and Wu, Michael and Xiao, Kai and Xu, Tao and Yoo, Sarah and Yu, Kevin and Yuan, Qiming and Zaremba, Wojciech and Zellers, Rowan and Zhang, Chong and Zhang, Marvin and Zhao, Shengjia and Zheng, Tianhao and Zhuang, Juntang and Zhuk, William and Zoph, Barret}, month = dec, year = {2023}, note = {arXiv:2303.08774 [cs]}, keywords = {Computer Science - Artificial Intelligence, Computer Science - Computation and Language}, } @misc{black_gpt-neox-20b_2022, title = {{GPT}-{NeoX}-{20B}: {An} {Open}-{Source} {Autoregressive} {Language} {Model}}, shorttitle = {{GPT}-{NeoX}-{20B}}, url = {http://arxiv.org/abs/2204.06745}, doi = {10.48550/arXiv.2204.06745}, abstract = {We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe {\textbackslash}model\{\}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Black, Sid and Biderman, Stella and Hallahan, Eric and Anthony, Quentin and Gao, Leo and Golding, Laurence and He, Horace and Leahy, Connor and McDonell, Kyle and Phang, Jason and Pieler, Michael and Prashanth, USVSN Sai and Purohit, Shivanshu and Reynolds, Laria and Tow, Jonathan and Wang, Ben and Weinbach, Samuel}, month = apr, year = {2022}, note = {arXiv:2204.06745 [cs]}, keywords = {Computer Science - Computation and Language}, } @techreport{markel_gpteach_2023, type = {preprint}, title = {{GPTeach}: {Interactive} {TA} {Training} with {GPT}-based {Students}}, shorttitle = {{GPTeach}}, url = {https://osf.io/r23bu}, abstract = {Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.}, language = {en}, urldate = {2023-07-13}, institution = {EdArXiv}, author = {Markel, Julia Mae and Opferman, Steven G. and Landay, James A. and Piech, Chris}, month = feb, year = {2023}, doi = {10.35542/osf.io/r23bu}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HGU76IFB 2129771:ZBGCDHK7}, } @misc{noauthor_grantable_nodate, title = {Grantable}, url = {https://grantable.co/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H72GUIA3 2405685:QHPKVTFU 2486141:DLTC8IFH}, keywords = {\_Added-ailr-2024}, } @techreport{school-to-school_international_sts_graphogame_2017, title = {{GraphoGame} {Teacher} {Training} {Service}: evaluation report}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf}, institution = {Agora Center, University of Jyväskylä, Finland}, author = {{School-to-School International (STS)}}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425917, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @techreport{bruns_great_2014, address = {Washington D.C.}, title = {Great teachers: {How} to raise student learning in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf}, urldate = {2020-01-30}, institution = {World Bank Group}, author = {Bruns, Barbara and Luque, Javier}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9}, keywords = {C:Latin America and the Carribeans}, } @techreport{coe_great_2019, title = {Great {Teaching} {Toolkit}: {Evidence} {Review}}, url = {https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf}, urldate = {2020-08-11}, institution = {Evidence Based Education}, author = {Coe, Rob and Rauch, C.J. and Kime, Stuart and Singleton, Dan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HCJCS3F2 2405685:4IL87MTM}, keywords = {C:England/International}, } @book{unesco-unevoc_international_centre_for_technical_and_vocational_education_and_training_germany_greening_2017, title = {Greening {Technical} and {Vocational} {Education} and {Training}: {A} {Practical} {Guide} for {Institutions}}, isbn = {978-92-3-100231-1}, shorttitle = {Greening {Technical} and {Vocational} {Education} and {Training}}, abstract = {This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.}, language = {English}, publisher = {UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC\%20Publications}, author = {{UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)}}, year = {2017}, note = {OCLC: 8061967730}, } @misc{noauthor_grenada_nodate, title = {Grenada digest 2012-13.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NQ2Z27WL}, } @article{nauges_grenada-oecs_nodate, title = {Grenada-{OECS} fiscal issues: policies to achieve fiscal sustainability and improve efficiency and equity of public expenditure}, shorttitle = {Grenada-{OECS} fiscal issues}, author = {Nauges, Celine and van den Berg, Caroline}, note = {Publisher: The World Bank KerkoCite.ItemAlsoKnownAs: 2129771:L7ZPGYEB}, keywords = {⛔ No DOI found}, } @techreport{noauthor_grid3sleeducationreport_final1pdf_nodate, title = {{GRID3SLEEducationReport}\_Final1.pdf}, } @book{strauss_grounded_1997, title = {Grounded {Theory} in {Practice}}, publisher = {SAGE Publications Ltd}, author = {Strauss, Anselm and Corbin, Juliet M.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I6XTLTLY 2317526:54W8URFJ}, } @misc{government_of_cambodia_grow_nodate, title = {Grow your {Knowledge} {With} {Open} {Education} {Resources}}, url = {https://oer.moeys.gov.kh}, abstract = {OER Cambodia are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.}, language = {en}, urldate = {2022-07-13}, journal = {OER Cambodia}, author = {{Government of Cambodia}}, } @book{rauner_grundlagen_2017, title = {Grundlagen beruflicher {Bildung}: {Mitgestalten} der {Arbeitswelt}}, isbn = {978-3-7639-5777-4}, shorttitle = {Grundlagen beruflicher {Bildung}}, abstract = {Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.}, language = {de}, publisher = {wbv}, author = {Rauner, Felix}, month = may, year = {2017}, note = {Google-Books-ID: pkieDwAAQBAJ zotzenLib.CopiedFrom: 2317526:4DSGEP43 KerkoCite.ItemAlsoKnownAs: 2129771:KRW2FNZG 2317526:4DSGEP43}, keywords = {Education / Adult \& Continuing Education}, } @misc{government_of_ghana_gsdi_nodate, title = {{GSDI} - {Ghana} {Skills} {Development} {Initiative}}, url = {http://www.ghanaskills.org/}, urldate = {2018-12-19}, author = {{Government of Ghana}}, note = {UA-4a43e465-df17-4286-8c5c-618149ea8b1b KerkoCite.ItemAlsoKnownAs: 2129771:JZFJ6SFU 2317526:FGXJGQUS}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, Competency Based Education, Networks, publicImportV1}, } @misc{gsma_gsma_2018, title = {{GSMA} {Mobile} {Connectivity} {Index} {\textbar} {Sierra} {Leone}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-06-25}, author = {GSMA}, year = {2018}, note = {Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2129771:L7MHP2UX 2405685:AGNKXIPC}, keywords = {\_C:Sierra Leone SLE}, } @misc{rock_guidance_2020, title = {Guidance for {Teachers} and {Counselors} during {COVID}-19 and {Other} {Crises}}, url = {http://www.rockresults.org/uploads/1/3/0/8/130859271/guidance_for_teachers_and_counselors_during_covid-19_and_other_crises.pdf}, publisher = {Rock Results}, author = {Rock, Sarah and Gilgoff, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 10 {Prioritising} effective and appropriate teacher training {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/7E62A3FM}, language = {en}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652081}, note = {ZenodoArchiveID: 5652081 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652081 10.5281/zenodo.4706041 10.5281/zenodo.4684335 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, pages = {8}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 3 {Digital} technologies and girls’ education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/QSPCTJDI}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684315}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QSPCTJDI 2339240:4SBZJHY4}, keywords = {\_EdTechHub\_Output, \_cover:other:ok, \_zenodoETH}, } @techreport{kazemi_guidance_nodate, title = {Guidance {Note} on {Climate}-{Smart} {School} {Construction} {Planning} ({Draft} for {Discussion})}, url = {https://www.fabinc.co.uk/wp-content/uploads/2021/10/Guidance-Note-on-Climate-Smart-School-Construction-Planning.pdf}, language = {en}, author = {Kazemi, Maha and Mackintosh, Alasdair and Ramirez, Ana and Sullivan, Ian}, } @techreport{selwaness_guidance_2022, title = {Guidance {Note} on {Education} {Data} {Mapping} in {Sub}-{Saharan} {Africa}: {Moving} from theory to practice}, shorttitle = {Guidance {Note} on {Education} {Data} {Mapping} in {Sub}-{Saharan} {Africa}}, language = {en}, institution = {EdTech Hub}, author = {Selwaness, Irene and Adam, Taskeen and Lawson, Laté and Heady, Lucy}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:KHJ7AYDH}, keywords = {Final\_citation, cited, existing}, } @techreport{dejaeghere_guidance_2020, address = {London, England: United Kingdom.}, title = {Guidance {Note} on {Qualitative} {Research} in {Education}: {Considerations} for {Best} {Practice}}, url = {https://www.youthpower.org/resources/be2s-guidance-note-qualitative-research-education-considerations-best-practice}, abstract = {This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.}, language = {en}, urldate = {2022-12-17}, institution = {Department for International Development, prepared for Building Evidence in Education (BE2)}, author = {DeJaeghere, J and Morrow, V and Richardson, D and Schowengerdt, B and Hinton, R and Muñoz Boudet, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4JZZY8T9 2129771:B8MUAHU7 2129771:DPDRQ3LD 2129771:VIA7PZ9F}, } @techreport{allison_guidance_2023, title = {Guidance note on using implementation research in education}, url = {https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf}, institution = {London: Foreign, Commonwealth \& Development Office, prepared for Building Evidence in Education (BE2)}, author = {Allison, C.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V6II42S9 2129771:V7SJPNUZ}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Community} {Mobilisation} for {Girls}’ {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FVSQD8MB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {39}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0086}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2129771:WDV4KW5E 2129771:XHI37L2Y 2405685:FVSQD8MB 2486141:JGXENK82 2486141:T2852Q5P}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @article{xiao_guidance_2017, title = {Guidance on {Conducting} a {Systematic} {Literature} {Review}}, volume = {39}, issn = {0739-456X}, url = {https://doi.org/10.1177/0739456X17723971}, doi = {10.1177/0739456x17723971}, abstract = {Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.}, language = {en}, urldate = {2018-05-17}, journal = {Journal of Planning Education and Research}, author = {Xiao, Yu and Watson, Maria}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c}, keywords = {CitedIn:BIBBTVET}, pages = {0739456X1772397}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Pre}-{Assessment} for {Establishing} {E}-{Learning} {Centres}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DPWSAA9Z}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {38}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0084}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2129771:3PBKWR9E 2129771:JW83H57Z 2405685:DPWSAA9Z 2486141:BCH2RP5A 2486141:SBEMDZ3X}, keywords = {\_r:AddedByZotZen}, } @misc{world_bank_guide_2022, title = {Guide for {Learning} {Recovery} and {Acceleration}: {Using} the {RAPID} {Framework} to {Address} {COVID}-19 {Learning} {Losses} and {Build} {Forward} {Better}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf}, urldate = {2023-01-18}, author = {World Bank and Bill {and} Melinda Gates Foundation and FCDO and UNESCO and UNICEF and USAID}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BF3KNNSC}, keywords = {Final\_citation, cited, existing}, } @techreport{regime_projects_tanzania_guide_2024, type = {Technical {Guide}}, title = {Guide: {Roof} paint, shading, and sound insulation}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/X6DKPHZS}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {{Regime Projects Tanzania} and {Open Development \& Education}}, month = feb, year = {2024}, doi = {10.53832/opendeved.1072}, note = {ZenodoArchiveID: 10666750 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1072 ZenodoArchiveConcept: 10666749}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{regime_projects_tanzania_guide_2024, type = {Technical {Guide}}, title = {Guide: {Technical} specifications for applying local white paint on schools’ roofs}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/989Z3BUE}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {{Regime Projects Tanzania} and {Open Development \& Education}}, month = feb, year = {2024}, doi = {10.53832/opendeved.1071}, note = {ZenodoArchiveID: 10666717 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1071 ZenodoArchiveConcept: 10666716}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @book{unesco_institute_for_statistics_guide_2009, address = {Montreal}, title = {Guide to measuring information and communication technologies ({ICT}) in education.}, isbn = {978-92-9189-078-1}, language = {English}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, year = {2009}, note = {OCLC: 709814737 KerkoCite.ItemAlsoKnownAs: 2129771:AUYLZZMR 2129771:QDPXDS34}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360}, shorttitle = {Guided interaction as intercultural learning}, doi = {10.1080/07294360.2011.598453}, number = {5}, journal = {Higher Education Research \& Development}, author = {Spiro, Jane}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 4804264:CH6BPK4K}, keywords = {Final\_citation, cited, existing}, } @article{government_of_nigeria_guidelines_2014, title = {Guidelines and {Procedures} for the {Establishment} of {Private} {Technical} and {Technological} {Institutions}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{noauthor_guidelines_nodate, title = {Guidelines and procedures for the establishment of private technical and technological institutions in {Nigeria}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RAYLM7MT}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Circuit} {Supervisors} (v4)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ASH2QVEW}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Class} {Teachers} (v3)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C29RLEDA}, } @book{nbte_guidelines_2013, edition = {3}, title = {Guidelines for {Establishing} {New} {Programmes} in {Polytechnics} and {Similar} {Tertiary} {Institutions} in {Nigeria}}, author = {{NBTE}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8A6NF3RD}, } @article{government_of_nigeria_guidelines_2006, title = {Guidelines for {Establishment} and {Operation} of {Production} {Unit} in {Technical} {College}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5YIKFHX 2317526:Q8UPWPZS}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{noauthor_guidelines_2006, title = {Guidelines for {Establishment} and {Operation} of {Production} {Unit} in {Technical} {Colleges}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf}, urldate = {2020-08-04}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M2GXMUDI}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Girls}’ {Education} {Officers} (v4)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X9C6XBTF}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Lead} {Mentors} (v2)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F6EQTCGV}, } @misc{government_of_uganda_guidelines_2013, title = {Guidelines for licensing and regulating private schools}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2013}, note = {UA-7f7feb58-efb3-4047-b1b6-14c51747534d KerkoCite.ItemAlsoKnownAs: 2129771:968D6A4X 2317526:AP3KURJ7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @techreport{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, url = {https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf}, urldate = {2014-08-08}, institution = {Technical report, EBSE Technical Report EBSE-2007-01}, author = {Kitchenham, B and Charters, S}, year = {2007}, note = {00987 KerkoCite.ItemAlsoKnownAs: 2129771:7UU7DENA 2129771:VYFKNNVK 2317526:HSIWMWZ4 2486141:YSV3TTBZ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, P:Methods, publicImportV1}, } @book{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, language = {en}, publisher = {EBSE Technical Report}, author = {Kitchenham, BA and Charters, S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RP54LK8 2129771:G45N5C6G 2405685:ETPE564Y 2486141:KVCIQUQU}, } @article{government_of_kenya_guidelines_2016, title = {Guidelines for {Registration} of {Training} {Providers}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33}, language = {English}, urldate = {2018-12-09}, author = {{Government of Kenya}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74AGI8EH 2317526:R5RUMKJQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Teaching} {Practice} {Coordinators}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7R5DTYP7}, } @misc{yumpucom_guidelines-for--re-accreditation--diploma-programmes-nbte_nodate, title = {guidelines-for-the-re-accreditation-of-diploma-programmes-nbte}, url = {https://www.yumpu.com/en/document/view/14993800/guidelines-for-the-re-accreditation-of-diploma-programmes-nbte}, abstract = {Guidelines for the Re Accreditation of diploma Programmes - NBTE}, language = {en}, urldate = {2020-08-02}, journal = {yumpu.com}, author = {Yumpu.com}, note = {Library Catalog: www.yumpu.com KerkoCite.ItemAlsoKnownAs: 2129771:SIZ9DD2D}, } @article{hassinen_guidelines_2023, title = {Guidelines, recommendations and tool for non-formal learning methods}, url = {https://www.torrossa.com/gs/resourceProxy?an=5521735&publisher=F35884}, urldate = {2024-03-01}, journal = {Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023}, author = {Hassinen, Sirje}, year = {2023}, note = {Publisher: Eurilink KerkoCite.ItemAlsoKnownAs: 4804264:46X6H7PL}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {273--284}, } @incollection{kempter_gut_2018, title = {Gut zu wissen: {Technologiegestütztes} {Lernen} während der {Arbeit}}, shorttitle = {Gut zu wissen}, booktitle = {Zukunft der {Arbeit}–{Perspektive} {Mensch}}, publisher = {Springer}, author = {Kempter, Guido and Jost, Patrick and Künz, Andreas}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9LYYEHHB 2129771:G2L857J8 2129771:JQIJEU2X}, keywords = {\_\_C:filed:1}, pages = {205--215}, } @book{guthrie_guthrie_2021, title = {Guthrie {FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES} {Vol}.1 {Evidence} 2021}, author = {Guthrie, Gerard}, month = feb, year = {2021}, } @article{ghouila_hackathons_2018, title = {Hackathons as a means of accelerating scientific discoveries and knowledge transfer}, volume = {28}, issn = {1088-9051, 1549-5469}, url = {http://genome.cshlp.org/content/28/5/759}, doi = {10.1101/gr.228460.117}, abstract = {Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions.}, language = {en}, number = {5}, urldate = {2020-09-01}, journal = {Genome Research}, author = {Ghouila, Amel and Siwo, Geoffrey Henry and Entfellner, Jean-Baka Domelevo and Panji, Sumir and Button-Simons, Katrina A. and Davis, Sage Zenon and Fadlelmola, Faisal M. and Participants, The DREAM of Malaria Hackathon and Ferdig, Michael T. and Mulder, Nicola and Bensellak, Taoufik and Ghansah, Anita and Ghedira, Kais and Gritzman, Ashley and Isewon, Itunuoluwa and Kishk, Ali and Moussa, Ahmed and Loucoubar, Cheikh and Musicha, Patrick and Pore, Meenal and Sengeh, David Moinina and Mapiye, Darlington Shingirirai and Rallabandi, Pavan Kumar and Varughese, Melvin}, month = may, year = {2018}, pmid = {29650552}, note = {Company: Cold Spring Harbor Laboratory Press Distributor: Cold Spring Harbor Laboratory Press Institution: Cold Spring Harbor Laboratory Press Label: Cold Spring Harbor Laboratory Press Publisher: Cold Spring Harbor Lab KerkoCite.ItemAlsoKnownAs: 10.1101/gr.228460.117 2129771:XL2XEHRM}, pages = {759--765}, } @misc{schools2030_handbook-01_core-concepts--assessmentpdf_nodate, title = {Handbook-01\_Core-{Concepts}-in-{Assessment}.pdf}, url = {https://schools2030.org/wp-content/uploads/2022/01/Handbook-01_Core-Concepts-in-Assessment.pdf}, urldate = {2022-03-30}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FV6NZ9A4 2486141:BCSP6CTZ}, } @techreport{schools2030_handbook-03_measuring-non-academic-learningpdf_nodate, title = {Handbook-03\_Measuring-{Non}-{Academic}-{Learning}.pdf}, url = {https://schools2030.org/wp-content/uploads/2022/01/Handbook-03_Measuring-Non-Academic-Learning.pdf}, urldate = {2022-03-31}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3SJG2CTN 2129771:P3S9JA2F 2486141:72CCAP6Z}, } @book{latiner_raby_handbook_2018, address = {New York, NY}, series = {Springer international handbooks of education}, title = {Handbook of comparative studies on community colleges and global counterparts}, isbn = {978-3-319-50910-5 978-3-319-50912-9 978-3-319-50911-2}, language = {en}, number = {6189}, publisher = {Springer Berlin Heidelberg}, author = {Latiner Raby, Rosalind}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XBP698I 2249382:EP2B5LEI 2317526:ULGLVBDG UA-959dc1ce-edef-4780-a442-bd4e9bdec895}, keywords = {C:South Africa}, } @book{kelly_handbook_2012, title = {Handbook of implementation science for psychology in education}, publisher = {Cambridge University Press}, author = {Kelly, Barbara and Perkins, Daniel F.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZRWZNWL7}, } @book{wang_handbook_2009, title = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}: {Technologies} for {Vocational} {Training}}, isbn = {978-1-60566-739-3 978-1-60566-740-9}, shorttitle = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3}, urldate = {2020-02-02}, publisher = {IGI Global}, editor = {Wang, Victor X.}, year = {2009}, doi = {10.4018/978-1-60566-739-3}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60566-739-3 2129771:V24DHUGB 2317526:6TJZE4G6}, } @book{mullen_handbook_2021, address = {Cham}, series = {Springer {International} {Handbooks} of {Education}}, title = {Handbook of {Social} {Justice} {Interventions} in {Education}}, isbn = {978-3-030-35857-0 978-3-030-35858-7}, url = {https://link.springer.com/10.1007/978-3-030-35858-7}, language = {en}, urldate = {2022-04-07}, publisher = {Springer International Publishing}, editor = {Mullen, Carol A.}, year = {2021}, doi = {10.1007/978-3-030-35858-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-35858-7 2129771:AI5F7IND}, } @book{rauner_handbook_2008, title = {Handbook of {Technical} and {Vocational} {Education} and {Training} {Research}}, isbn = {978-1-4020-8346-4}, url = {https://www.springer.com/gb/book/9781402083464}, abstract = {Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.}, language = {en}, urldate = {2018-12-09}, publisher = {Springer Netherlands}, editor = {Rauner, Felix and Maclean, Rupert}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUEM2BN8 2317526:H2JCVTDI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @book{mcgrath_handbook_2019, title = {Handbook of {Vocational} {Education} and {Training} : {Developments} in the {Changing} {World} of {Work}}, isbn = {978-3-319-94531-6}, shorttitle = {Handbook of {Vocational} {Education} and {Training}}, url = {https://www.springer.com/gp/book/9783319945316}, abstract = {This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work {\textbar} Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development {\textbar} Editor: Lesley PowellPlanning and Reforming Skills Systems {\textbar} Editor: Robert PalmerPrivate Training Markets {\textbar} Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning {\textbar} Editors: Karen Evans and Natasha KershCompetence and Excellence {\textbar} Editor: Kirby BarrickMeasuring Learning and Instructional Performance {\textbar} Editor: Esther WintherSupporting Learners {\textbar} Editor: Joy PapierVET Teacher/Trainer Education {\textbar} Editor: Volker Wedekind}, language = {en}, urldate = {2019-07-14}, publisher = {Springer International Publishing}, editor = {McGrath, Simon and Mulder, Martin and Papier, Joy and Suart, Rebecca}, year = {2019}, note = {zotzenLib.CopiedFrom: 2317526:FJCUUSAE KerkoCite.ItemAlsoKnownAs: 2129771:U8WCR42W 2317526:FJCUUSAE}, } @techreport{micklos_handbook_nodate, title = {Handbook on {Language} of {Instruction} {Issues} in {Reading} {Programs}}, language = {en}, author = {Micklos, John}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N38YZD6Z}, keywords = {⛔ No DOI found}, pages = {196}, } @book{rauner_handbuch_2006, address = {Bielefeld}, edition = {2., aktualisierte Aufl}, title = {Handbuch {Berufsbildungsforschung}}, isbn = {978-3-7639-3463-8}, language = {de}, publisher = {Bertelsmann}, editor = {Rauner, Felix}, year = {2006}, note = {OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:IIRXGUT7 2129771:Z9D4QPZM}, keywords = {Architecture / Study \& Teaching, Education / Administration / General, Education / Vocational}, } @book{rauner_handbuch_2018, address = {Bielefeld}, edition = {3. aktual. u. erw.}, title = {Handbuch {Berufsbildungsforschung}}, isbn = {978-3-8252-5078-2}, abstract = {Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden}, language = {Deutsch}, publisher = {UTB}, author = {Rauner, Felix and Grollmann, Philipp}, month = aug, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:E5JWMKXR}, } @misc{noauthor_hands_nodate, title = {Hands {Across} the {Sea}}, url = {https://www.handsacrossthesea.net/}, urldate = {2021-01-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:43VTJ9CJ}, } @techreport{shepherd_happier_2021, address = {Brighton}, title = {‘{Happier} in his own clothes’: {Post}-pandemic {Possibilities} for {Education} for {Children} with {Special} {Educational} {Needs} and {Disabilities}: {Perspectives} from parent carers}, url = {https://www.sussex.ac.uk/webteam/gateway/file.php?name=happier-in-his-own-clothes-march2021-final.pdf&site=319}, abstract = {This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND.}, institution = {University of Sussex}, author = {Shepherd, Jacqui and Durrant, Claire and Hancock, Christina}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CT9D4CLD 2486141:HLMZ2QW4}, } @article{kushnir_harmful_nodate, title = {Harmful {Signaling} in {Matching} {Markets}}, abstract = {Several labor markets, including the job market for new Ph.D. economists, have recently developed formal signaling mechanisms. We show that such mechanisms are harmful for some environments. While signals transmit previously unavailable information, they also facilitate information asymmetry that leads to coordination failures. In particular, we consider a two-sided matching game of incomplete information between firms and workers. Each worker has either the same ”typical” known preferences with probability close to one or ”atypical” idiosyncratic preferences with the complementary probability close to zero. Firms have known preferences over workers. We show that under some technical condition if at least three firms are responsive to some worker’s signal, the introduction of signaling strictly decreases the expected number of matches. JEL classification: C72, C78, D80, J44.}, language = {en}, author = {Kushnir, Alexey}, keywords = {\_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {18}, } @article{chishimba_harmonisation_2013, title = {Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects.}, shorttitle = {Harmonisation of curricula and qualifications in higher education in africa}, url = {http://dspace.unza.zm/handle/123456789/6598}, urldate = {2023-12-06}, author = {Chishimba, P. Chanda and Kalimaposo, Kalisto and Mulenga, Innocent Mutale}, year = {2013}, note = {Publisher: Zambia Journal of Education}, keywords = {⛔ No DOI found}, } @article{thakrar_harnessing_2009, title = {Harnessing {Open} {Educational} {Resources} to the {Challenges} of {Teacher} {Education} in {Sub}-{Saharan} {Africa}.}, volume = {10}, issn = {1492-3831}, shorttitle = {Harnessing open educational resources to the challenges of teacher education in sub-{Saharan} {Africa}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/705}, doi = {10.19173/irrodl.v10i4.705}, number = {4}, journal = {International Review of Research in Open \& Distance Learning}, author = {Thakrar, Jayshree and Zinn, Denise and Wolfenden, Freda}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53}, pages = {1--15}, } @article{mubanga_harnessing_2019, title = {Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in {Lusaka} province, {Zambia}.}, url = {https://dspace.unza.zm/handle/123456789/6580}, doi = {10.4236/jss.2019.75013}, urldate = {2023-12-06}, author = {Mubanga, Phillip and Hock, Oo Yu and Karim, Asif Mahbub and Senteri, Zulkifli and Mulenga, Innocent Mutale and Preckler, Miriam}, year = {2019}, note = {Publisher: Scientific Research Publishing}, } @article{hutson_has_2018, title = {Has artificial intelligence become alchemy?}, volume = {360}, doi = {10.1126/science.360.6388.478}, language = {en}, number = {6388}, journal = {Science}, author = {Hutson, M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.360.6388.478 2129771:FD78U8QM 2486141:87LRLABI}, pages = {478--479}, } @article{ammann_health_2021, title = {Health impact assessment and climate change: {A} scoping review}, volume = {3}, issn = {2667-2782}, url = {https://doi.org/10.1016/j.joclim.2021.100045}, doi = {10.1016/j.joclim.2021.100045}, abstract = {Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.}, journal = {The Journal of Climate Change and Health}, author = {Ammann, Priska and Dietler, Dominik and Winkler, Mirko S.}, month = aug, year = {2021}, note = {openalex: W3197500705 mag: 3197500705 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2021.100045 2129771:4LUAJUSI 5072953:H6PGYGQT}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {100045--100045}, } @article{luyten_health_2023, title = {Health impact studies of climate change adaptation and mitigation measures – {A} scoping review}, volume = {9}, issn = {2667-2782}, url = {https://doi.org/10.1016/j.joclim.2022.100186}, doi = {10.1016/j.joclim.2022.100186}, abstract = {Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.}, journal = {The Journal of Climate Change and Health}, author = {Luyten, Axel and Winkler, Mirko S. and Ammann, Priska and Dietler, Dominik}, month = jan, year = {2023}, note = {openalex: W4308629203 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2022.100186 2129771:2CP88CBV 5072953:E5467XAS}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {100186--100186}, } @article{dapi_heat_2010, title = {Heat impact on schoolchildren in {Cameroon}, {Africa}: potential health threat from climate change}, volume = {3}, issn = {1654-9716, 1654-9880}, shorttitle = {Heat impact on schoolchildren in {Cameroon}, {Africa}}, url = {https://www.tandfonline.com/doi/full/10.3402/gha.v3i0.5610}, doi = {10.3402/gha.v3i0.5610}, abstract = {Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48\%), had fatigue (76\%), and headaches (38\%) in Yaounde´. Prevalences (\%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62\% were absentminded and 45\% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.}, language = {en}, number = {1}, urldate = {2022-05-28}, journal = {Global Health Action}, author = {Dapi, Léonie N. and Rocklöv, Joacim and Nguefack-Tsague, Georges and Tetanye, Ekoe and Kjellstrom, Tord}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v3i0.5610 2129771:JKKRXQIQ 4682641:KCUYHQPZ}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {5610}, } @incollection{wegerif_heideggers_2023, title = {Heidegger's {Hammer}}, isbn = {978-1-00-319849-9}, abstract = {Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 14}, } @article{rodriguez-martinez_height_2020, title = {Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants}, volume = {396}, issn = {01406736}, shorttitle = {Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0140673620318596}, doi = {10.1016/S0140-6736(20)31859-6}, abstract = {Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.}, language = {en}, number = {10261}, urldate = {2020-11-08}, journal = {The Lancet}, author = {Rodriguez-Martinez, Andrea and Zhou, Bin and Sophiea, Marisa K and Bentham, James and Paciorek, Christopher J and Iurilli, Maria LC and Carrillo-Larco, Rodrigo M and Bennett, James E and Di Cesare, Mariachiara and Taddei, Cristina and Bixby, Honor and Stevens, Gretchen A and Riley, Leanne M and Cowan, Melanie J and Savin, Stefan and Danaei, Goodarz and Chirita-Emandi, Adela and Kengne, Andre P and Khang, Young-Ho and Laxmaiah, Avula and Malekzadeh, Reza and Miranda, J Jaime and Moon, Jin Soo and Popovic, Stevo R and Sørensen, Thorkild IA and Soric, Maroje and Starc, Gregor and Zainuddin, Ahmad A and Gregg, Edward W and Bhutta, Zulfiqar A and Black, Robert and Ezzati, Majid}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)31859-6 2129771:B23MY78C 2129771:B23MY78C 2129771:H5NQM44F 2129771:JFFMUW8Y 2129771:H5NQM44F 2129771:JFFMUW8Y}, pages = {1511--1524}, } @misc{hasler_hello_2019, title = {Hello, {I}’m {Björn}, {Director} of {Research} – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub Research and Innovation to fulfill the potential of EdTech}, author = {Haßler, Björn}, month = nov, year = {2019}, note = {EdTechHub.Source: 2405685:3IM8DBXI KerkoCite.ItemAlsoKnownAs: 2129771:NPLNWHCZ 2129771:XKQV2EDS 2405685:3IM8DBXI 3IM8DBXI}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:r}, } @article{leacock_helping_2020, title = {Helping teachers to respond to {COVID}-19 in the {Eastern} {Caribbean}: issues of readiness, equity and care}, volume = {0}, issn = {0260-7476}, shorttitle = {Helping teachers to respond to {COVID}-19 in the {Eastern} {Caribbean}}, url = {https://doi.org/10.1080/02607476.2020.1803733}, doi = {10.1080/02607476.2020.1803733}, abstract = {Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.}, number = {0}, urldate = {2020-11-19}, journal = {Journal of Education for Teaching}, author = {Leacock, Coreen J. and Warrican, S. Joel}, month = aug, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK}, keywords = {Covid-19, Eastern Caribbean, \_Added to LR, \_G:reviewed, equity, readiness, teacher education}, pages = {1--10}, } @article{martin_here_2013, title = {Here and now mobile learning: {An} experimental study on the use of mobile technology}, volume = {68}, doi = {10.1016/j.compedu.2013.04.021}, journal = {Computers \& Education}, author = {Martin, Florence and Ertzberger, Jeffrey}, year = {2013}, note = {00014 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.04.021 10/f49wgf 2129771:J6IZD5FE 257089:CIMRTK97}, pages = {76--85}, } @article{hanshaw_high_2020, title = {High fidelity simulation evaluation studies in nursing education: {A} review of the literature}, volume = {46}, issn = {1471-5953}, shorttitle = {High fidelity simulation evaluation studies in nursing education}, url = {https://www.sciencedirect.com/science/article/pii/S1471595319307954}, doi = {10.1016/j.nepr.2020.102818}, abstract = {Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.}, language = {en}, urldate = {2022-04-05}, journal = {Nurse Education in Practice}, author = {Hanshaw, Shannon L. and Dickerson, Suzanne S.}, month = jul, year = {2020}, pages = {102818}, } @article{raymond_high_2019, title = {High {School} {Teacher} {Perceptions} of {Blended} {Learning}}, author = {Raymond, Stephen}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ITZPK2IN}, keywords = {\_C:France FRA, \_C:Greece GRC, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{schendel_higher_2015, title = {Higher education and development: {Critical} issues and debates}, shorttitle = {Higher education and development}, journal = {Education and international development: an introduction}, author = {Schendel, Rebecca and McCowan, Tristan}, year = {2015}, note = {Publisher: Bloomsbury London}, keywords = {⛔ No DOI found}, pages = {275--293}, } @article{fontana_higher_2017, title = {Higher education, developmental leadership and good governance}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13210}, abstract = {The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report.}, language = {en}, urldate = {2022-12-18}, author = {Fontana, Giuditta}, month = aug, year = {2017}, note = {Accepted: 2017-09-15T15:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:WZST375I 4869029:4XJUP93U}, keywords = {⛔ No DOI found}, } @techreport{chaka_higher_2020, type = {preprint}, title = {Higher education institutions and the use of online instruction and online tools and resources during the {COVID}-19 outbreak - {An} online review of selected {U}.{S}. and {SA}'s universities}, url = {https://www.researchsquare.com/article/rs-61482/v1}, abstract = {Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.}, language = {en}, urldate = {2021-10-05}, institution = {In Review}, author = {Chaka, Chaka}, month = aug, year = {2020}, doi = {10.21203/rs.3.rs-61482/v1}, } @article{essel_higher_2018, title = {Higher {Education} {Students}' {Ownership} and {Usage} of {Smart} {Phones} and {Tablets}: {The} {Case} of {Kwame} {Nkrumah} {University} of {Science} and {Technology} ({KNUST}).}, volume = {5}, shorttitle = {Higher {Education} {Students}' {Ownership} and {Usage} of {Smart} {Phones} and {Tablets}}, number = {1}, journal = {International Journal of Educational Technology}, author = {Essel, Harry Barton and Nunoo, Francis Kofi Nimo and Tachie-Menson, Akosua and Amankwa, John Opuni}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:DXG3ZX4S}, keywords = {\_C:Australia AUS, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Nigeria NGA, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {20--28}, } @article{onesmus_hindrance_2020, title = {Hindrance to {Technologically} {Guided} {Education} in {Kenya} {Secondary} {Schools}: {A} {Case} {Study} of {Embakasi} {Girls}’ {School}:}, volume = {7}, copyright = {Copyright (c) 2020 Gicheru Onesmus}, issn = {2311-1550}, shorttitle = {Hindrance to {Technologically} {Guided} {Education} in {Kenya} {Secondary} {Schools}}, url = {https://jl4d.org/index.php/ejl4d/article/view/450}, abstract = {Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Onesmus, Gicheru}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:HRSTQISU}, keywords = {Accessibility, Availability, Blended Education, Digital, Pedagogy, Professional, Technological, ⛔ No DOI found}, pages = {423--432}, } @article{conev_hlaequity_2024, title = {{HLAEquity}: {Examining} biases in pan-allele peptide-{HLA} binding predictors}, volume = {27}, issn = {2589-0042}, shorttitle = {{HLAEquity}}, url = {https://www.cell.com/iscience/abstract/S2589-0042(23)02690-1}, doi = {10.1016/j.isci.2023.108613}, language = {English}, number = {1}, urldate = {2024-02-23}, journal = {iScience}, author = {Conev, Anja and Fasoulis, Romanos and Hall-Swan, Sarah and Ferreira, Rodrigo and Kavraki, Lydia E.}, month = jan, year = {2024}, pmid = {38188519}, note = {Publisher: Elsevier}, keywords = {Computational bioinformatics, Human Geography, Immune system, Machine learning}, } @techreport{noauthor_hlr3_nodate, title = {{HLR3} - {SL} {Teacher} {Allocation} / {GIS} [{GDrive}]}, url = {https://drive.google.com/drive/u/2/folders/1dpiGBd0orcfVGi8Jspy53t6BEZ6gdGiL}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B4STCFEW 4556019:5VLY47K6}, } @techreport{noauthor_hlr3_nodate, title = {{HLR3} - {SL} {Teacher} {Allocation}/{GIS} {Technical} {Proposal} - working copy ({Google} {Doc})}, url = {https://docs.google.com/document/d/1P-XzBKhIf2hV-gyOukcj3VcqhuUsJjDgZXjKSI1FuMU/edit}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:939AU96Y 4556019:4TVKF6D2}, } @techreport{noauthor_holder_nodate, title = {Holder}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSBE67BL}, keywords = {\_\_\_duplicate\_item}, } @techreport{noauthor_holder_nodate, title = {holder}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T27INGQ4}, keywords = {\_\_\_duplicate\_item}, } @inproceedings{tan_holistic_2020, title = {Holistic {Design} of a {Mobile} {Peer} {Tutoring} {Application} based on {Learning} and {User} {Needs} {Analysis}}, url = {https://www.learntechlib.org/primary/p/218864/}, abstract = {Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students...}, language = {en}, urldate = {2022-12-27}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Tan, Seng Chee and Chung, Sheng Hung and Cheung, Yin Ling and Looi, Chee Kit and Wong, Wai Hoe}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZTMYQUEG}, keywords = {Final\_citation, cited, existing}, pages = {673--684}, } @misc{schools2030_holistic_nodate, title = {Holistic {Learning} {Domains}}, url = {https://schools2030.org/}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X7WZTXNV}, } @article{lovat_holistic_2020, title = {Holistic {Learning} {Versus} {Instrumentalism} in {Teacher} {Education}: {Lessons} from {Values} {Pedagogy} and {Related} {Research}}, volume = {10}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2227-7102}, shorttitle = {Holistic {Learning} {Versus} {Instrumentalism} in {Teacher} {Education}}, url = {https://www.mdpi.com/2227-7102/10/11/341}, doi = {10.3390/educsci10110341}, abstract = {This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.}, language = {en}, number = {11}, urldate = {2022-03-10}, journal = {Education Sciences}, author = {Lovat, Terence}, month = nov, year = {2020}, note = {Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C}, keywords = {Australian education, holistic learning, instrumentalism, teacher education, values pedagogy}, pages = {341}, } @inproceedings{myllynpaa_holistic_2020, address = {New York, NY, USA}, series = {{CHI} {EA} '20}, title = {Holistic {Model} for {Designing} a {Climate} {Service} {Application} on the {KaiOS} {Platform}}, isbn = {978-1-4503-6819-3}, url = {https://doi.org/10.1145/3334480.3383084}, doi = {10.1145/3334480.3383084}, abstract = {Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app.}, urldate = {2022-08-13}, booktitle = {Extended {Abstracts} of the 2020 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}}, publisher = {Association for Computing Machinery}, author = {Myllynpää, Ville and Haakana, Jani and Virtanen, Julius and Sutinen, Erkki}, month = apr, year = {2020}, keywords = {agriculture, climate services, co-design, global south, hci4d, ictd, mobile applications}, pages = {1--8}, } @misc{noauthor_home_nodate, title = {Home {\textbar} {Academics} for {Black} {Survival} and {Wellness}}, url = {https://www.academics4blacklives.com}, language = {en}, urldate = {2020-06-23}, journal = {Academics for Black}, note = {Library Catalog: www.academics4blacklives.com KerkoCite.ItemAlsoKnownAs: 2129771:ZQPSUG5Q}, } @misc{institute_for_future_of_work_home_nodate, title = {Home - {Institute} for {Future} of {Work}}, url = {https://ifow.ac.za/}, urldate = {2024-03-01}, author = {{Institute for Future of Work}}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:VERRJ7GN}, keywords = {Final\_citation}, } @misc{noauthor_home_nodate, title = {Home {\textbar} {National} {Board} for {Technical} {Education}}, url = {https://net.nbte.gov.ng/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVC4GSC6}, } @misc{noauthor_home_nodate, title = {Home {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:29JMZH3Z}, } @inproceedings{hasler_horizontal_2006, title = {Horizontal refraction of gravity waves in a global ray tracing experiment}, volume = {8}, copyright = {All rights reserved}, booktitle = {Geophysical {Research} {Abstracts}}, author = {Haßler, Björn and Warner, CD}, year = {2006}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GA585NVN}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {09685}, } @article{tukamushaba_hospitality_2012, title = {Hospitality and {Tourism} {Education} in {Uganda}: {An} {Integrative} {Analysis} of {Students}' {Motivations} and {Industry} {Perceptions}}, doi = {10.1080/15313220.2012.729457}, abstract = {This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60\% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.}, language = {en}, journal = {Journal of Teaching in Travel \& Tourism}, author = {Tukamushaba, Eddy Kurobuza and Xiao, Honggen}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15313220.2012.729457 10/gf62kz 2129771:Z4QMF3PS 2317526:28LGQ7QE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:motivation, F:qualification, P:economy, P:tourism, R:interview, R:qualitative, R:quantitative, T:career, Z:career choice, Z:employer perception, Z:hospitality and tourism education, Z:study motivation, \_C:Uganda UGA, publicImportV1}, } @article{asare_how_2021, title = {How {Accessible} are {Journal} {Articles} on {Education} {Written} by {Sub}-{Saharan} {Africa}-based {Researchers}?}, volume = {52}, doi = {10.1111/dech.12639}, number = {3}, journal = {Development and Change}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2021}, note = {Publisher: Wiley Online Library}, pages = {661--669}, } @article{bah_how_2023, title = {How {Africa}'s first heat officer is protecting women in {Sierra} {Leone}}, url = {https://www.bbc.com/future/article/20231109-how-africas-first-heat-officer-is-protecting-women-in-sierra-leone}, abstract = {Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown.}, language = {en}, urldate = {2023-11-14}, journal = {BBC Future Planet}, author = {Bah, Saidu}, month = nov, year = {2023}, } @article{evans_how_2022, title = {How {Big} {Are} {Effect} {Sizes} in {International} {Education} {Studies}?}, volume = {44}, issn = {0162-3737}, url = {https://doi.org/10.3102/01623737221079646}, doi = {10.3102/01623737221079646}, abstract = {A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.}, language = {en}, number = {3}, urldate = {2022-12-18}, journal = {Educational Evaluation and Policy Analysis}, author = {Evans, David K. and Yuan, Fei}, month = sep, year = {2022}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 4804264:JU9GBCXN}, keywords = {Final\_citation, cited, existing}, pages = {532--540}, } @article{evans_how_2022, title = {How {Big} {Are} {Effect} {Sizes} in {International} {Education} {Studies}?}, volume = {44}, issn = {0162-3737, 1935-1062}, url = {http://journals.sagepub.com/doi/10.3102/01623737221079646}, doi = {10.3102/01623737221079646}, abstract = {A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.}, language = {en}, number = {3}, urldate = {2023-01-16}, journal = {Educational Evaluation and Policy Analysis}, author = {Evans, David K. and Yuan, Fei}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 2129771:7ITFXBL2 2129771:ZLMTIUI7 4426965:WXRZL6EX 4804264:JU9GBCXN}, pages = {532--540}, } @techreport{evans_how_2020, title = {How big are effect sizes in international education studies?}, url = {https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies}, abstract = {In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.}, language = {en}, urldate = {2021-02-18}, institution = {Center for Global Development}, author = {Evans, David and Yuan, Fei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR}, } @techreport{lynch_how_2021, type = {Policy {Brief}}, title = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}? {Recommendations} for {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}?}, url = {https://docs.edtechhub.org/lib/UXWEBRCC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, month = apr, year = {2021}, doi = {10.5281/zenodo.4701259}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC}, keywords = {\_EdTechHub\_Output, \_cover:v3, \_r:AddedByZotZen, \_yl:b, \_zenodoETH}, } @misc{beardmore_how_2022, title = {How can education systems rise up to the climate challenge?}, shorttitle = {How can education systems rise up to the climate challenge?}, url = {https://www.globalpartnership.org/blog/how-can-education-systems-rise-climate-challenge}, abstract = {The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.}, language = {en}, urldate = {2023-11-07}, journal = {Global Partnership for Education}, author = {Beardmore, Sarah and Martinez, Raphaelle and Tammi, Anna-Maria}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y9R36QZR 2486141:SW2Y8WPG}, } @article{bedoya_how_2022, title = {How {Can} {Education} {Systems} {Structure} {Virtual} {Communities} of {Practice} for {Teachers} {Most} {Effectively}?}, language = {en}, author = {Bedoya, Guadalupe and Belyakova, Yulia and Cilliers, Jacobus and Deeb, Antoine and Evans, David K and Jeon, Youngkwang and Kelly, Emma}, year = {2022}, keywords = {⛔ No DOI found}, } @article{sidhu_how_2023, title = {How can machine learning help in understanding the impact of climate change on crop yields?}, volume = {18}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/acb164/meta}, doi = {10.1088/1748-9326/acb164}, number = {2}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Sidhu, Balsher Singh and Mehrabi, Zia and Ramankutty, Navin and Kandlikar, Milind}, year = {2023}, note = {Publisher: IOP Publishing}, pages = {024008}, } @article{mano_how_2012, title = {How {Can} {Micro} and {Small} {Enterprises} in {Sub}-{Saharan} {Africa} {Become} {More} {Productive}? {The} {Impacts} of {Experimental} {Basic} {Managerial} {Training}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X1100235X}, doi = {10.1016/j.worlddev.2011.09.013}, abstract = {Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.}, language = {en}, journal = {World Development}, author = {Mano, Yukichi and Iddrisu, Alhassan and Yoshino, Yutaka and Sonobe, Tetsushi}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2011.09.013 10/cxgkj2 2129771:JQM5BFMC 2317526:68LWWGVE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AA:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:R, CT:T, D:developing country, F:standards, R:impact, T:Training, Z:industrial development, Z:management training, Z:randomized experiment, Z:survival clusters, \_C:Ghana GHA, publicImportV1}, } @article{herbert_how_2021, title = {How {Can} {Middle}-income {Countries} {Improve} {Their} {Skills} {Systems} {Post}- {COVID}-19?}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16611}, doi = {10.19088/K4D.2021.082}, abstract = {Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.}, language = {en}, urldate = {2022-12-18}, author = {Herbert, George}, month = feb, year = {2021}, note = {Accepted: 2021-05-20T07:54:32Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.082 2129771:LM98FBGS 4869029:E7VULX5A}, } @misc{bangay_how_2020, title = {How can {Sierra} {Leone}’s education response after {Ebola} help with the {COVID}-19 response?}, url = {https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/}, abstract = {This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]}, language = {en-GB}, urldate = {2020-12-04}, journal = {The Education and Development Forum (UKFIET)}, author = {Bangay, Colin}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C5HFDS3J 2339240:D5Q8A77B 2405685:PK7UUFGK}, keywords = {\_C:Sierra Leone SLE}, } @article{millington_how_2017, title = {How {Changes} in {Technology} and {Automation} will {Affect} the {Labour} {Market} in {Africa}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13054}, abstract = {Estimates of how many jobs are vulnerable to being replaced by machine vary but it is clear that developing countries are more susceptible to automation compared to high-income countries. Traditionally, blue-collar routine jobs have been automated but with the emergence of greatly improved computing power, artificial intelligence and robotics, a much larger scope of occupations are at risk. Vulnerability to automation is now based on whether jobs or tasks are codifiable and whether they are routine or not. Highly-trained and skilled jobs can be more at risk than more varied, lesser skilled jobs. This rapid literature review found that whilst there is evidence, information and discussion of the impact of automation on the labour market in industrialised nations, there is much less on the potential impact in developing countries. The World Development Report 2016 Digital Dividends (World Bank 2016) was an excellent source of data and many of the figures presented are from this report. Whether you are a “techno-optimist” or a “techno-pessimist”, the impact of automation on the labour market will require long-term adjustment and policy changes to ensure the future of work is inclusive and sustainable and addresses increasing income inequality (Gelb and Khan December 2016) in an ever more automated and digital economy.}, language = {en}, urldate = {2022-12-18}, author = {Millington, A. Kerry}, month = feb, year = {2017}, note = {Accepted: 2017-07-06T10:51:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CQA2P35C 4869029:BA9L2V5K}, keywords = {⛔ No DOI found}, } @book{cairo_how_2019, address = {New York}, title = {How {Charts} {Lie}: {Getting} {Smarter} about {Visual} {Information}}, isbn = {978-1-324-00156-0}, shorttitle = {How {Charts} {Lie}}, language = {English}, publisher = {W. W. Norton \& Company}, author = {Cairo, Alberto}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4TEKWWNQ 2129771:HCR2D6FF}, } @article{maine_how_2013, title = {How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies}, volume = {47}, doi = {10.1111/lit.12010}, abstract = {This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.}, number = {3}, urldate = {2021-03-03}, journal = {Literacy}, author = {Maine, Fiona}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12010 2129771:7IDIHPPF 2486141:Y29WYLTT}, pages = {150--156}, } @article{seimears_how_2012, title = {How {Constructivist}-{Based} {Teaching} {Influences} {Students} {Learning} {Science}}, volume = {76}, issn = {0013-1725}, url = {https://doi.org/10.1080/00131725.2011.653092}, doi = {10.1080/00131725.2011.653092}, abstract = {The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.}, number = {2}, urldate = {2020-09-11}, journal = {The Educational Forum}, author = {Seimears, C. Matt and Graves, Emily and Schroyer, M. Gail and Staver, John}, month = apr, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131725.2011.653092 KerkoCite.ItemAlsoKnownAs: 10.1080/00131725.2011.653092 2129771:4HJME6XJ 2486141:UT2KDVCV}, keywords = {curriculum and instruction, elementary education, science education}, pages = {265--271}, } @techreport{laurillard_how_2018, address = {Quezon City, Philippines}, title = {How could digital learning at scale address the issue of equity in education?}, url = {http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf}, language = {en}, institution = {Foundation for Information Technology Education and Development}, author = {Laurillard, Diana and Kennedy, Eileen and Wang, Tianchong}, editor = {Lim, C.P. and Tinio, V.L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2405685:TKBHHATW 2534378:2SFG4YZU}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{han_how_2022, title = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?”}, shorttitle = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?}, url = {https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments}, abstract = {The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.}, language = {en}, urldate = {2023-01-05}, journal = {Human Rights Watch}, author = {Han, Hye Jung}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CDT7V2T6 4804264:SXRGHWRZ}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{hartley_how_2005, title = {How do carers of disabled children cope? {The} {Ugandan} perspective}, volume = {31}, shorttitle = {How do carers of disabled children cope?}, doi = {10.1111/j.1365-2214.2004.00464.x}, number = {2}, journal = {Child: care, health and development}, author = {Hartley, SOVP and Ojwang, P. and Baguwemu, A. and Ddamulira, M. and Chavuta, A.}, year = {2005}, note = {Publisher: Wiley Online Library}, pages = {167--180}, } @article{berchin_how_2021, title = {How do higher education institutions promote sustainable development? {A} literature review}, volume = {29}, issn = {1099-1719}, shorttitle = {How do higher education institutions promote sustainable development?}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/sd.2219}, doi = {10.1002/sd.2219}, abstract = {Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.}, language = {en}, number = {6}, urldate = {2022-04-05}, journal = {Sustainable Development}, author = {Berchin, Issa Ibrahim and de Aguiar Dutra, Ana Regina and Guerra, José Baltazar Salgueirinho Osório de Andrade}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sd.2219}, keywords = {education for sustainable development, environmental education, higher education institutions, sustainable development}, pages = {1204--1222}, } @misc{jones_how_2018, title = {How do we address the reproducibility crisis in artificial intelligence? {Forbes}}, url = {https://www.}, language = {en}, author = {Jones, M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SM8CLERA 2486141:2BQQGDCD}, } @article{bernard_how_2019, title = {How {Does} {Enriched} {Differentiated} {Small}-{Group} {Instruction} {At} {The} {Middle}-{School} {Level} {Accelerated} {Learning} {And} {Promote} {Community}?}, url = {https://digitalcommons.hamline.edu/hse_cp/292}, abstract = {The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities.}, journal = {School of Education Student Capstone Projects}, author = {Bernard, Kathleen}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2ZWX6ZT9 2339240:TQG5SN5G 2486141:GHY2IH8C}, keywords = {Pedagogy, \_AcademicRecoveryOECS, ⛔ No DOI found}, } @article{kennedy_how_2016, title = {How does professional development improve teaching?}, volume = {86}, url = {https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching}, doi = {10.3102/0034654315626800}, abstract = {Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.}, number = {4}, journal = {Review of Educational Research}, author = {Kennedy, Mary M.}, year = {2016}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB}, pages = {945--980}, } @article{afoakwah_how_2021, title = {How does school travel time impact children’s learning outcomes in a developing country?}, issn = {1569-5239}, url = {https://link.springer.com/epdf/10.1007/s11150-020-09533-8}, doi = {10.1007/s11150-020-09533-8}, abstract = {Nearly 88\% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90\% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.}, language = {en}, urldate = {2021-03-25}, journal = {Review of Economics of the Household}, author = {Afoakwah, Clifford and Koomson, Isaac}, year = {2021}, } @misc{vegas_how_2019, title = {How ed-tech can help leapfrog progress in education}, url = {https://eric.ed.gov/?id=ED602936}, abstract = {This brief analyzes the use of ed-tech innovations around the world.}, language = {en-US}, urldate = {2022-11-16}, journal = {Center for Universal Education at The Brookings Institution}, author = {Vegas, Emeliana and Ziegler, Lauren and Zerbino, Nicolas}, month = nov, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:3WZB7ZQU 4804264:RWN4RA56}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @misc{vegas_how_2019, title = {How ed-tech can help leapfrog progress in education}, url = {https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/}, abstract = {This brief analyzes the use of ed-tech innovations around the world.}, language = {en-US}, urldate = {2022-11-16}, journal = {Brookings}, author = {Vegas, Emeliana and Ziegler, Lauren and Zerbino, Nicolas}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L4CI6RZ3 4426965:SLLFFV9Y 4804264:RWN4RA56}, } @article{asare_how_2020, title = {How equitable are {South}-{North} partnerships in education research? {Evidence} from sub-{Saharan} {Africa}}, shorttitle = {How equitable are {South}-{North} partnerships in education research?}, journal = {Compare: A Journal of Comparative and International Education}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2020}, note = {Publisher: Taylor \& Francis}, keywords = {⛔ No DOI found}, pages = {1--20}, } @article{gross_how_2023, title = {How {Finland} {Is} {Teaching} a {Generation} to {Spot} {Misinformation}}, issn = {0362-4331}, url = {https://www.nytimes.com/2023/01/10/world/europe/finland-misinformation-classes.html}, doi = {10.2307/jj.1357298}, abstract = {The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success.}, language = {en-US}, urldate = {2023-01-11}, journal = {The New York Times}, author = {Gross, Jenny}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/jj.1357298 4804264:9A36QEXF 4804264:ZLHHYTMK}, keywords = {Education (K-12), Europe, Final\_citation, Finland, News and News Media, Open Society Foundations, Rumors and Misinformation, Social Media, Teachers and School Employees, anystyle, existing}, } @book{darling-hammond_how_2010, title = {How high-achieving countries develop great teachers}, publisher = {Stanford Center for Opportunity Pollcy in Education}, author = {Darling-Hammond, Linda and Wei, Ruth Chung and Andree, Alethea}, year = {2010}, } @article{morsy_how_2018, title = {How international tests fail to inform policy: {The} unsolved mystery of {Australia}’s steady decline in {PISA} scores}, volume = {60}, issn = {0738-0593}, shorttitle = {How international tests fail to inform policy}, url = {https://www.sciencedirect.com/science/article/pii/S0738059317302778}, doi = {10.1016/j.ijedudev.2017.10.018}, language = {en}, urldate = {2021-06-26}, journal = {International Journal of Educational Development}, author = {Morsy, Leila and Khavenson, Tatiana and Carnoy, Martin}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:22A9H2T5 2129771:QFFYZAQM}, keywords = {Educational policies, International tests, Private education, Quality of education, Social class differences}, pages = {60--79}, } @article{goger_how_2022, title = {How learning and employment records shape access to quality education and jobs}, language = {en}, author = {Goger, Annelies and Parco, Allyson and Carter-Rau, Rohan and Homma, Kazumi and Meliksetyan, Ani and Milman, Natalie}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CA5WC9QJ 4804264:QVG49FYU}, keywords = {Final\_citation, existing, ⛔ No DOI found}, } @article{eble_how_2021, title = {How much can we remedy very low learning levels in rural parts of low-income countries? {Impact} and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in {The} {Gambia}}, volume = {148}, shorttitle = {How much can we remedy very low learning levels in rural parts of low-income countries?}, doi = {10.1016/j.jdeveco.2020.102539}, journal = {Journal of Development Economics}, author = {Eble, Alex and Frost, Chris and Camara, Alpha and Bouy, Baboucarr and Bah, Momodou and Sivaraman, Maitri and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Brady, Tony and Gawron, Piotr}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:5HVYCDL5 2129771:PBZ93585 2129771:QCETCC5P}, pages = {102539}, } @misc{noauthor_how_nodate, title = {How much does it cost? {\textbar} {Building} {Schools} {For} {Africa}}, shorttitle = {How much does it cost?}, url = {https://www.buildingschoolsforafrica.org/how-much-does-it-cost/}, language = {en-US}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SPCWIXD9 4682641:ITGSKBDH}, } @misc{vincent_how_2024, title = {How much electricity does {AI} consume?}, url = {https://www.theverge.com/24066646/ai-electricity-energy-watts-generative-consumption}, abstract = {How many watts and joules does it actually take to generate a single Balenciaga pope?}, language = {en}, urldate = {2024-03-17}, journal = {The Verge}, author = {Vincent, James}, month = feb, year = {2024}, } @misc{kaffenberger_how_2020, title = {How much learning may be lost in the long-run from {COVID}-19 and how can mitigation strategies help?}, url = {https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/}, language = {en-US}, urldate = {2020-07-27}, journal = {Brookings}, author = {Kaffenberger, Michelle}, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP}, } @article{belay_how_2007, title = {How newly qualified primary teachers develop: {A} case study in rural {Eritrea}}, volume = {27}, issn = {0738-0593}, shorttitle = {How newly qualified primary teachers develop}, url = {https://www.sciencedirect.com/science/article/pii/S0738059306001386}, doi = {10.1016/j.ijedudev.2006.10.018}, abstract = {This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.}, language = {en}, number = {6}, urldate = {2021-02-11}, journal = {International Journal of Educational Development}, author = {Belay, Abraham and Ghebreab, Freweini and Ghebremichael, Tewolde and Ghebreselassie, Asmerom and Holmes, John and White, Goodith}, month = nov, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.10.018 2129771:DQPX3SCS}, keywords = {African education, Educational quality, Rural education, Teacher development, \_\_C:filed:1}, pages = {669--682}, } @article{hong_how_2018, title = {How {Outdoor} {Trees} {Affect} {Indoor} {Particulate} {Matter} {Dispersion}: {CFD} {Simulations} in a {Naturally} {Ventilated} {Auditorium}}, volume = {15}, issn = {1661-7827}, shorttitle = {How {Outdoor} {Trees} {Affect} {Indoor} {Particulate} {Matter} {Dispersion}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313354/}, doi = {10.3390/ijerph15122862}, abstract = {This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0\%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5\%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0\%).}, number = {12}, urldate = {2024-03-08}, journal = {International Journal of Environmental Research and Public Health}, author = {Hong, Bo and Qin, Hongqiao and Jiang, Runsheng and Xu, Min and Niu, Jiaqi}, month = dec, year = {2018}, pmid = {30558174}, pmcid = {PMC6313354}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15122862 2129771:NU65X5TZ 2486141:VM36U6T4}, pages = {2862}, } @phdthesis{twiss_how_2021, type = {{PhD} {Thesis}}, title = {How physical and built environments impact learning and inclusivity in educational settings: supporting evidence-based practice}, shorttitle = {How physical and built environments impact learning and inclusivity in educational settings}, school = {Electronic version published by Vancouver Island University}, author = {Twiss, Trisha Ann}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TRUKBTF6 4682641:FKZDRNG7}, keywords = {BE:RELEVANT}, } @article{hjort_how_2019, title = {How {Research} {Affects} {Policy}: {Experimental} {Evidence} from 2,150 {Brazilian} {Municipalities}.}, volume = {25941}, url = {https://gautam-rao.com/pdf/HMRS.pdf}, journal = {National Bureau of Economic Research}, author = {Hjort, Jonas and Moreira, Diana and Rao, Gautam and Santini, Juan Francisco}, year = {2019}, keywords = {⛔ No DOI found}, } @misc{momoh_how_2022, title = {How {Sierra} {Leone} is betting on data to fight the impact of climate change on schools}, url = {https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools}, abstract = {Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.}, language = {en}, urldate = {2022-11-18}, journal = {Global Partnership for Education}, author = {Momoh, A and Atherton, Paul}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AT8FP8ZI 2405685:AVDJP4T3 4042040:AJHHQGBH}, keywords = {\_C:Sierra Leone SLE}, } @misc{zajicek_how_2019, title = {How solar mini-grids can bring cheap, green electricity to rural {Africa}}, url = {https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/}, abstract = {Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.}, language = {en-gb}, urldate = {2021-06-10}, journal = {odi.org}, author = {Zajicek, Charlie}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW}, } @misc{noauthor_how_2020, title = {How stop and search is failing black people}, url = {https://www.youtube.com/watch?v=Y99GoIiAF1E}, abstract = {There has been renewed criticism over stop and search in the UK after research found that BAME people are 54\% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture}, urldate = {2020-07-12}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S7I3NDIV}, } @article{altan_how_2018, title = {How students digitally age: by gaining or losing?}, volume = {17}, shorttitle = {How students digitally age}, number = {2}, journal = {İlköğretim Online}, author = {Altan, Bilge Aslan and Karalar, Halit}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:6MRPU5FG 2129771:TQBPFUXP}, keywords = {\_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{altan_how_2018, title = {How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi?}, volume = {17}, shorttitle = {How students digitally age}, number = {2}, journal = {Elementary Education Online}, author = {Altan, Bilge Aslan and Karalar, Halit}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GR8TMIQD}, keywords = {\_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {738--749}, } @book{donovan_how_2005, address = {Washington, DC}, title = {How students learn: {Science} in the classroom}, publisher = {National Academies Press}, editor = {Donovan, M.S. and Bransford, J.D.}, year = {2005}, } @article{wenglinsky_how_2000, title = {How teaching matters: {Bringing} the classroom back into discussions of teacher quality {Policy} {Information} {Center} {Report}, {Educational} {Testing} {Service} ({ETS})}, author = {Wenglinsky, H.}, year = {2000}, keywords = {⛔ No DOI found}, } @article{lockheed_how_1986, title = {How textbooks affect achievement in developing countries: {Evidence} from {Thailand}}, volume = {8}, url = {https://doi.org/10.3102/01623737008004379.}, doi = {10.3102/01623737008004379}, number = {4}, journal = {Educational Evaluation and Policy Analysis}, author = {Lockheed, M.E. and Vail, S.C. and Fuller, B.}, year = {1986}, pages = {379--392}, } @article{thompson_how_2008, title = {How the {Accelerated} {Reader} program can become counterproductive for high school students}, volume = {51}, url = {https://booklovefoundation.org/uploads/images/PDFs/Reports/Accelerated-Reading-in-High-School.pdf}, doi = {10.1598/JAAL.51.7.3}, number = {7}, urldate = {2020-11-17}, journal = {Journal of Adolescent \& Adult Literacy}, author = {Thompson, Gail}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1598/JAAL.51.7.3 2129771:4I4UMD6H 2486141:36YFT43L}, keywords = {\_Added to LR, \_G:reviewed}, pages = {550--560}, } @article{the_chronicle_how_2020, chapter = {News}, title = {How the {Education} {System} {Exacerbates} {Inequality}}, url = {https://www.chronicle.com/article/how-the-education-system-exacerbates-inequality}, abstract = {A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.}, language = {en}, urldate = {2024-02-29}, journal = {The Chronicle of Higher Education}, author = {{The Chronicle}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV}, keywords = {Final\_citation, anystyle, existing}, } @misc{edtech_hub_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]}, language = {en-GB}, urldate = {2020-09-17}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707884}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 10.5281/zenodo.4707888 2129771:E6F3I5MG 2129771:S4SM32SK 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:E2KWWHCK 2405685:LND4UENT 2405685:Y22H6PQD}, keywords = {\_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @book{flickenberg_how_2006, address = {Place of publication not identified}, title = {How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software}, isbn = {978-0-9778093-1-8}, shorttitle = {How to accelerate your internet}, language = {en}, publisher = {INASP/ICTP}, author = {Flickenberg, Rob}, year = {2006}, note = {OCLC: 85221927 KerkoCite.ItemAlsoKnownAs: 2129771:D74J5EC2}, } @techreport{hasler_how_2023, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {How to build an {IoT} device with low-power sleep}, copyright = {Creative Commons Attribution 4.0}, url = {https://opendeved.net/2023/11/27/how-to-build-an-iot-device-with-low-power-sleep/}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, number = {13}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = nov, year = {2023}, doi = {10.53832/opendeved.1011}, note = {ZenodoArchiveID: 7881014 ZenodoArchiveConcept: 7881013 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1011 2129771:3SCPTDDX 2129771:HUZFX6PG}, keywords = {\_r:AddedByMyEducationEvidence, \_r:AddedByZotZen}, } @article{schoonenboom_how_2017, title = {How to {Construct} a {Mixed} {Methods} {Research} {Design}}, volume = {69}, issn = {0023-2653}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602001/}, doi = {10.1007/s11577-017-0454-1}, abstract = {This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed.}, number = {Suppl 2}, urldate = {2021-11-07}, journal = {Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie}, author = {Schoonenboom, Judith and Johnson, R. Burke}, year = {2017}, pmid = {28989188}, pmcid = {PMC5602001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11577-017-0454-1 2129771:VBK55B9D 4502395:E7W2JXVJ}, pages = {107--131}, } @article{pare_how_2023, title = {How to develop and frame impactful review articles: key recommendations}, issn = {1246-0125, 2116-7052}, shorttitle = {How to develop and frame impactful review articles}, url = {https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2197701}, doi = {10.1080/12460125.2023.2197701}, language = {en}, urldate = {2024-03-12}, journal = {Journal of Decision Systems}, author = {Paré, Guy and Wagner, Gerit and Prester, Julian}, month = apr, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2197701 5440726:974IQMHR}, pages = {1--17}, } @article{waddington_how_2012, title = {How to do a good systematic review of effects in international development: a tool kit}, volume = {4}, issn = {1943-9342, 1943-9407}, shorttitle = {How to do a good systematic review of effects in international development}, url = {http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765}, doi = {10.1080/19439342.2012.711765}, language = {en}, number = {3}, urldate = {2018-01-19}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and White, Howard and Snilstveit, Birte and Hombrados, Jorge Garcia and Vojtkova, Martina and Davies, Philip and Bhavsar, Ami and Eyers, John and Koehlmoos, Tracey Perez and Petticrew, Mark and Valentine, Jeffrey C. and Tugwell, Peter}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2129771:4LI9NQ2G 2317526:DF3SAW9E 2339240:9SUYHN2U 2405685:B7XKB7ZC 2534378:EK3XSS6E UA-2dba826a-34ad-40f0-ae9b-959792b2e7e}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, 3ie, DL4D cited, THEME: Education management, \_\_\_working\_potential\_duplicate, publicImportV1}, pages = {359--387}, } @book{thomas_how_2017, address = {Thousand Oaks, CA}, edition = {3rd edition}, title = {How to do your research project: a guide for students in education and applied social sciences}, isbn = {978-1-4739-4886-0 978-1-4739-4887-7}, shorttitle = {How to do your research project}, publisher = {SAGE Publications}, author = {Thomas, Gary}, year = {2017}, } @techreport{angrist_how_2020, address = {Washington, D.C.}, type = {Working {Paper}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} {Using} the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, url = {http://documents1.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf}, language = {en}, institution = {World Bank}, author = {Angrist, Noam and Evans, David K and Filmer, Deon and Glennerster, Rachel and Rogers, F Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F6N3XLU2 2129771:TKEL6R3I 2129771:TUR7B4UV 2486141:G6IZFHK7}, keywords = {\_\_\_duplicate\_item, ⛔ No DOI found}, pages = {48}, } @article{angrist_how_2020, title = {How to improve education outcomes most efficiently? {A} {Comparison} of 150 interventions using the new {Learning}-{Adjusted} {Years} of {Schooling} metric}, shorttitle = {How to improve education outcomes most efficiently?}, doi = {10.1596/1813-9450-9450}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:2QM62K8E}, keywords = {\_\_\_duplicate\_item}, } @techreport{angrist_how_2020, title = {How to improve education outcomes most efficiently? {A} comparison of 150 interventions using the new {Learning}-{Adjusted} {Years} of {Schooling} metric}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34658/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf?sequence=1&isAllowed=y}, abstract = {Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just \$100 per child—compared with zero years for other classes of interventions.}, language = {en}, number = {9450}, urldate = {2021-01-19}, institution = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, note = {Extra URL: http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2405685:PJMJJZIG 2534378:RYREI3A2}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, language = {en}, urldate = {2022-11-24}, publisher = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, } @article{cilliers_how_2020, title = {How to {Improve} {Teaching} {Practice}?: {An} {Experimental} {Comparison} of {Centralized} {Training} and {In}-{Classroom} {Coaching}}, volume = {55}, issn = {0022-166X, 1548-8004}, shorttitle = {How to {Improve} {Teaching} {Practice}?}, url = {http://jhr.uwpress.org/lookup/doi/10.3368/jhr.55.3.0618-9538R1}, doi = {10.3368/jhr.55.3.0618-9538R1}, language = {en}, number = {3}, urldate = {2022-04-18}, journal = {Journal of Human Resources}, author = {Cilliers, Jacobus and Fleisch, Brahm and Prinsloo, Cas and Taylor, Stephen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.3.0618-9538R1 2129771:FK6VLIGX}, pages = {926--962}, } @techreport{cilliers_how_2018, title = {How to {Improve} {Teaching} {Practice}? {Experimental} {Comparison} of {Centralized} {Training} and {In}-classroom {Coaching}}, shorttitle = {How to {Improve} {Teaching} {Practice}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison}, abstract = {We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.}, language = {en}, urldate = {2020-05-16}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Fleisch, Brahm and Prinsloo, Cas and Taylor, Stephen}, month = sep, year = {2018}, doi = {10.35489/BSG-RISE-WP_2018/024}, note = {shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2018/024 10/ghgnff 2129771:8TR54IFM 2405685:WYIY3SSM}, keywords = {C: South Africa, \_C:South Africa ZAF, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{lansdown_how_2014, address = {London, UK}, title = {How to measure the scope, quality and outcomes of children’s}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf}, abstract = {Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.}, number = {3}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UCVE7QK4 2486141:UPXHDX9A}, keywords = {CitedIn:eCubed, \_yl:c, eCubed}, } @techreport{nyberg_how-note_nodate, title = {{HOW}-{TO} {NOTE}: {ADDRESSING} {THE} {PRINCIPLES} {FOR} {DIGITAL} {DEVELOPMENT} {IN} {PROJECT} {AND} {ACTIVITY} {DESIGN}}, language = {en}, author = {Nyberg, Richard}, keywords = {⛔ No DOI found}, } @misc{noauthor_how-note_2022, title = {How-{To} {Note}: {Addressing} the {Principles} for {Digital} {Development} in {Project} and {Activity} {Design} {\textbar} {Document} {\textbar} {USAID}}, shorttitle = {How-{To} {Note}}, url = {https://www.usaid.gov/digital-development/digital-principles-how-to-note}, abstract = {The How-to Note: Addressing the Principles for Digital Development in Project and Activity Design is a brief, user-friendly guide that helps program design teams understand and prioritize the Digital Principles most relevant to their work.}, language = {en}, urldate = {2023-01-19}, journal = {U.S. Agency for International Development}, month = dec, year = {2022}, } @techreport{usaid_how-note_nodate, type = {Program {Cycle}}, title = {How-{To} {Note}: {Evaluation} {Statements} of {Work} ({SOW})}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/htn-evaluation_sow_final2022.pdf}, urldate = {2022-12-18}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JXZXZSXE}, } @techreport{usaid_how_2021, title = {How to {Note} - {Preparing} {Evaluation} {Reports}}, abstract = {Main Body Text, and Annexes. The Main Body Text of the report should include the evaluation purpose and questions, background, methods and limitations, and findings, conclusions, and recommendations (if requested). Reports may include additional content, split the sections up differently, or present the sections in a different order.}, language = {en}, author = {{USAID}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PEEXLIEG}, } @misc{noauthor_how_nodate, title = {How to {Rapidly} {Improve} {Learning} {Outcomes} at {System} {Level}? {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/blog/improve-learning-outcomes-system-level}, urldate = {2021-02-03}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DB74ZMKV}, } @techreport{cilliers_how_2020, title = {How to {Support} {Students} {When} {Schools} {Reopen}?}, url = {https://www.riseprogramme.org/publications/how-support-students-when-schools-reopen}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus}, month = jun, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/018}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/018 2129771:7ADYP6QB 2129771:9YCMA4T4}, } @misc{noauthor_how_nodate, title = {How to {Use} {ChatGPT} for {Academic} {Purposes}}, url = {https://academicinsightlab.org/blog/how-to-use-chatgpt-for-academic-purposes}, abstract = {Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan}, language = {en-US}, urldate = {2024-01-21}, journal = {Academic Insight Lab}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JRYZZX8U 2405685:WYT5WBSR 2486141:9PPDL488}, } @misc{evans_how_nodate, title = {How to {Write} the {Introduction} of {Your} {Development} {Economics} {Paper}}, url = {https://www.cgdev.org/blog/how-write-introduction-your-development-economics-paper}, abstract = {You win or lose your readers with the introduction of your economics paper. Your title and your abstract should convince people to read your introduction. Research shows that economics papers with more readable introductions get cited more. The introduction is your opportunity to lay out your research question, your empirical strategy, your findings, and why it matters. Succinctly.}, language = {en}, urldate = {2022-05-09}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Evans, David}, } @article{fawcett_how_2016, title = {How {Useful} {Are} {They}?}, author = {Fawcett, Liz}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ATQFP76Q}, keywords = {\_C:Canada CAN, \_C:Ireland IRL, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{noauthor_hp_2023, title = {{HP} {Cambridge} {Partnership} for {Education} {EdTech} {Fellowship} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/edtech-fellowship/, https://opendeved.net/programmes/edtech-fellowship/}, abstract = {Educational technology has the potential to significantly improve the effectiveness, sustainability, and equity of education worldwide, including in low- and middle-income countries. But to achieve these benefits while avoiding its risks and potential pitfalls, strong leadership is required in leading the incorporation of EdTech into education systems.}, language = {en-GB}, urldate = {2024-01-06}, month = sep, year = {2023}, } @misc{government_of_botswana_hrdc_nodate, title = {{HRDC} - {Human} {Resource} {Development} {Council}}, shorttitle = {{HRDC}}, url = {https://www.hrdc.org.bw/}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, note = {UA-e4da3e70-6aaf-4b00-bf8e-55bb3d1df3b4 KerkoCite.ItemAlsoKnownAs: 2129771:XNDEBKJP 2317526:IRRCT2GY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1, tVET Key\_institution}, } @misc{noauthor_httplearndbirorg_nodate, title = {http://learndbir.org/}, url = {http://learndbir.org/}, } @article{spillias_human-ai_2023, title = {Human-{AI} {Collaboration} to {Identify} {Literature} for {Evidence} {Synthesis}}, url = {https://www.researchsquare.com/article/rs-3099291/latest}, doi = {10.21203/rs.3.rs-3099291/v1}, urldate = {2024-03-12}, author = {Spillias, Scott and Tuohy, Paris and Andreotta, Matthew and Annand-Jones, Ruby and Boschetti, Fabio and Cvitanovic, Christopher and Duggan, Joe and Fulton, Elizabeth and Karcher, Denis and Paris, Cecile}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:VZS3DH4S}, } @article{spillias_human-ai_2023, title = {Human-{AI} {Collaboration} to {Identify} {Literature} for {Evidence} {Synthesis}}, url = {https://www.researchsquare.com/article/rs-3099291/latest}, doi = {10.21203/rs.3.rs-3099291/v1}, abstract = {Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates ({\textless} 1\%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.}, urldate = {2023-11-28}, author = {Spillias, Scott and Tuohy, Paris and Andreotta, Matthew and Annand-Jones, Ruby and Boschetti, Fabio and Cvitanovic, Christopher and Duggan, Joe and Fulton, Elizabeth and Karcher, Denis and Paris, Cecile}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2129771:2PFTLKE9 2405685:CCUCADRD 2486141:AHW2MJ6E}, keywords = {\_Added-ailr-2024}, } @article{akogun_human_1996, title = {Human {Behaviour}, {Water} usage and {Schistosomiasis} transmission in a small setlement near {Yola} {Nigeria}}, volume = {90}, doi = {10.1080/00034983.1996.11813055}, language = {en}, number = {3}, journal = {Annals of Trop. Med. \& Parasitology (England}, author = {Akogun, Oladele B and AKOGUN, M.K.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y6UNBMPI 2129771:Z9EQF9WY 2486141:B5QWP38B}, pages = {303--311}, } @misc{noauthor_human_nodate, type = {Text/{HTML}}, title = {Human {Capital}}, url = {https://www.worldbank.org/en/publication/human-capital}, abstract = {The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.}, language = {en}, urldate = {2022-11-24}, journal = {World Bank}, } @article{tull_human_2018, title = {Human {Capital} in {Iraq}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13803}, abstract = {This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50\% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6\% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate.}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = may, year = {2018}, note = {Accepted: 2018-06-04T10:07:45Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:QYRZ6CT4 4869029:FZIA7CVY}, keywords = {⛔ No DOI found}, } @book{a_human_nodate, address = {World Bank: Washington, DC). Yoshikawa}, title = {"{Human} {Capital} {Project}." {In}. ———. 2018b. {World} {Development} {Report} 2018: {Learning} to {Realize} {Education}'s {Promise}}, publisher = {Hirokazu, Diana}, author = {{a}}, editor = {Leyva, Catherine E.Snow and Treviño, Ernesto}, } @article{world_bank_human_2020, title = {Human {Capital} {Project} - {October} 2020}, language = {en}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X3RGDTJR 2486141:R2E2GJQ3}, keywords = {⛔ No DOI found}, } @inproceedings{el_hajal_human_2021, title = {Human {Firewall}: {Cyber} {Awareness} using {WhatApp} {AI} {Chatbot}}, shorttitle = {Human {Firewall}}, doi = {10.1109/IMCET53404.2021.9665642}, booktitle = {2021 {IEEE} 3rd {International} {Multidisciplinary} {Conference} on {Engineering} {Technology} ({IMCET})}, publisher = {IEEE}, author = {El Hajal, Georges and Daou, Roy Abi Zeid and Ducq, Yves}, year = {2021}, pages = {66--70}, } @misc{noauthor_human_nodate, title = {Human {Resource} {Development} {Council} of {Botswana}}, url = {https://www.hrdc.org.bw/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EG2VVDI2}, } @article{mosoti_human_2011, title = {Human {Resource} {Development} ({HRD}) through {Technical} and {Vocational} {Education} and {Training} ({TVET}) during {Independence} {Days} in {Kenya}}, url = {http://erepo.usiu.ac.ke/handle/11732/1368}, abstract = {I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.}, language = {en}, journal = {International Journal of Social and Policy Issues}, author = {Mosoti, Z}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K9LJWRZB 2317526:RTA2RDLL UTI-4BE1C78C-9730-3BB9-80B7-D07E9D344652}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:degree, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @misc{government_of_south_africa_human_nodate, title = {Human {Resource} {Development} {Strategy} for {South} {Africa} (2010-2030)}, url = {https://www.gov.za/sites/default/files/DoE_HRDS-SA_22022010.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, note = {UA-f0419c20-b771-4c74-ba8f-7a9454103f9e KerkoCite.ItemAlsoKnownAs: 2129771:MM5ZQQR6 2317526:XDJZMLJF}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @article{salami_human_2016, title = {Human {Resources} for {Health} {Challenges} in {Nigeria} and {Nurse} {Migration}}, doi = {10.1177/1527154416656942}, abstract = {© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.}, language = {en}, journal = {Policy, Politics, and Nursing Practice}, author = {Salami, Bukola and Dada, Foluke O. and Adelakun, Folake E.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1527154416656942 10/gf62zt 2129771:L9QF72FB 2317526:S78FFQ3Q}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:economy, P:environment, P:health, P:health professionals, P:nurse, T:career, T:trainee, Z:foreign-trained nurses, Z:human resources for health, Z:immigrant nurses, Z:internationally educated nurses, Z:migration, publicImportV1}, } @article{katsui_human_2008, title = {Human rights based approach to disability in development in {Uganda}: {A} way to fill the gap between political and social spaces?}, volume = {10}, shorttitle = {Human rights based approach to disability in development in {Uganda}}, doi = {10.1080/15017410802410084}, number = {4}, journal = {Scandinavian Journal of Disability Research}, author = {Katsui, Hisayo and Kumpuvuori, Jukka}, year = {2008}, note = {Publisher: Taylor \& Francis}, pages = {227--236}, } @incollection{mantelero_human_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {Human {Rights} {Impact} {Assessment} and {AI}}, isbn = {978-94-6265-531-7}, url = {https://doi.org/10.1007/978-94-6265-531-7_2}, abstract = {The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.}, language = {en}, urldate = {2024-02-23}, booktitle = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, editor = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7_2}, keywords = {Data ethics, Democracy, Human Rights Impact Assessment, Human rights by design, Participation, Precautionary principle, Smart cities, Smart toys, Transparency}, pages = {45--91}, } @article{turvey_humanising_2019, title = {Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education}, volume = {45}, doi = {10.1080/02607476.2019.1550603}, number = {1}, journal = {Journal of Education for Teaching}, author = {Turvey, Keith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2019.1550603 10/gf62gr 2129771:BLA69P9U 2129771:YJFMTLN6}, keywords = {\_\_C:filed:1}, pages = {15--30}, } @techreport{noauthor_humanitarian-development_nodate, title = {Humanitarian-{Development} {Coherence} in {Education} v1.0 {EN}.pdf}, url = {https://inee.org/system/files/resources/Humanitarian-Development%20Coherence%20in%20Education%20v1.0%20EN.pdf}, urldate = {2021-04-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4XAV9XZD}, } @techreport{mcclure_humanitarian-innovation-untangling--many-paths--scale-gahipdf_2018, title = {Humanitarian-{Innovation}-{Untangling}-the-{Many}-{Paths}-to-{Scale}-{GAHI}.pdf}, url = {https://assets.publishing.service.gov.uk/media/5f7dd81be90e070ddf1e81c2/Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf}, author = {McClure, Dan and Bourns, Lesley and Obrecht, Alice}, year = {2018}, } @book{restakis_humanizing_2010, address = {Gabriola Island, BC}, title = {Humanizing the economy: co-operatives in the age of capital}, isbn = {978-1-55092-461-9 978-0-86571-651-3}, shorttitle = {Humanizing the economy}, language = {eng}, publisher = {New Society Publishers}, author = {Restakis, John}, year = {2010}, } @book{findelius_jamsen_hur_2018, title = {Hur lärare kan arbeta med problemlösningsuppgifter}, author = {Findelius Jämsén, Isabelle and Nilsson, Frida}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7NBBFIVQ 2129771:8BTH37ZQ}, keywords = {\_C:Australia AUS, \_C:Greece GRC, \_C:Sweden SWE, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{villavicencio_hybrid_2022, type = {Helpdesk {Response} {Presentation}}, title = {Hybrid learning {International} experiences with multimodal approaches}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/C2SK9SF9}, abstract = {This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0112}, note = {ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9}, keywords = {\_r:AddedByZotZen}, } @article{dl_pugoy_hybrid_2016, title = {Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity}, volume = {11}, issn = {2414-6994}, url = {https://www.emeraldinsight.com/doi/full/10.1108/AAOUJ-09-2016-0030}, doi = {10.1108/aaouj-09-2016-0030}, number = {2}, urldate = {2018-06-09}, journal = {Asian Association of Open Universities Journal}, author = {D.L. Pugoy, Reinald Adrian and D.L. Habito, Consuelo and B. Figueroa, Roberto}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/aaouj-09-2016-0030 10/gf62h9 2129771:SRMTHHQK}, keywords = {\_\_C:filed:1}, pages = {182--196}, } @misc{ajadi_i_2010, title = {'{I} think {I}'ll die here' {The} {Oral} {Tradition} {Journal} of {Poetry}}, url = {http://theoraltradition.ca/W2011/SAjadi.html}, language = {en}, publisher = {Spring}, author = {Ajadi, S.B.}, year = {2010}, note = {Place: Canada}, } @misc{roger_federer_founation_iact_nodate, title = {{iAct} – {Apps} on {Google} {Play}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://play.google.com/store/apps/details?id=io.rff.saide.iact&hl=en_GB}, abstract = {The Roger Federer Foundation initiated and supported the development of this interactive learning and teaching methods course that was specially designed for the Zambian Community School context. In particular, a school-based, collaborative approach is promoted and the Zambian primary school curriculum is referenced in various exemplary lesson plans and activities. The course does however have a wider application and may be flexibly implemented with minor contextual adaptations and while a collaborative learning approach is strongly encouraged, the course materials are also suitable for individual study purposes. The course will provide teachers with the skills to: ● Plan, prepare and implement activities for interactive learning ● Adapt content and design age and grade appropriate activities ● Collect, make and store learning and teaching resources made from materials found in the local environment ● Manage interactive learning in large and multi-grade classes ● Manage interactive learning in mixed ability classes: Teaching or mediating content and knowledge for ALL learners regardless of ability ● Promote an enabling learning environment by creating safe classrooms in which all learners are heard and in which all learners are supported to succeed. Specific course focus areas and topics include: ● Planning and preparing activities for whole class, pair and group work in different contexts and /or for learners of different abilities ● Learning to make language and literacy, maths and science resources for teaching and learning from natural and commercial waste materials found in the local environment.}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZKBFZLAZ}, } @techreport{roger_federer_founation_iact_nodate, title = {{iAct} {Course} {Outline}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/iAct-course-outline.pdf}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HA8MVLND}, } @techreport{roger_federer_founation_iact_nodate, title = {{iAct} {Teacher} {Guide}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/iAct-Teacher-Guide.pdf}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HPNTER6C}, } @techreport{roger_federer_founation_iact_nodate, title = {{iAct} {Trainer} {Guide}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/iAct-Trainer-Guide.pdf}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QVHG7Z3S}, } @misc{noauthor_iap2_2018, title = {{IAP2} {Spectrum} for {Public} {Participation}}, url = {https://cdn.ymaws.com/www.iap2.org/resource/resmgr/pillars/Spectrum_8.5x11_Print.pdf}, urldate = {2022-12-17}, publisher = {International Association for Public Participation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZV7EC5CH}, } @article{lewis_ict_2016, title = {{ICT} and the {Education} of {Refugees}}, doi = {10.1596/26522}, author = {Lewis, Kent and Thacker, Simon}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1596/26522 10/gdm2tq 2129771:2C83JMHH}, keywords = {\_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Armenia ARM, \_C:Australia AUS, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Costa Rica CRI, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Libya LBY, \_C:Luxembourg LUX, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Morocco MAR, \_C:Netherlands NLD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{lewis_ict_2016, type = {Education, {Technology} \& {Innovation}: {SABER}-{ICT}}, title = {{ICT} and the {Education} of {Refugees}: {A}  {Stocktaking} of {Innovative} {Approaches} in the {MENA} {Region}​}, number = {17}, institution = {World Bank}, author = {Lewis, K. and Thacker, K.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TPL3UNXE}, } @techreport{lewis_ict_2016, title = {{ICT} and the {Education} of {Refugees}: {A} {Stocktaking} of {Innovative} {Approaches} in the {MENA} {Region}}, institution = {World Bank}, author = {Lewis, Kent and Thacker, Simon}, year = {2016}, } @techreport{unesco_ict_2008, address = {Paris}, title = {{ICT} competency standards for teachers: policy framework}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156210}, institution = {UNESCO}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2}, } @article{rodriguez_ict_2012, title = {{ICT} for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools}, volume = {21}, issn = {1475-939X, 1747-5139}, shorttitle = {{ICT} for education}, url = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2012.720415}, doi = {10.1080/1475939X.2012.720415}, language = {en}, number = {3}, urldate = {2023-07-06}, journal = {Technology, Pedagogy and Education}, author = {Rodríguez, Patricio and Nussbaum, Miguel and Dombrovskaia, Lioubov}, month = oct, year = {2012}, pages = {291--315}, } @article{rodriguez_ict_2012, title = {{ICT} for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools}, volume = {21}, issn = {1475-939X}, shorttitle = {{ICT} for education}, url = {https://doi.org/10.1080/1475939X.2012.720415}, doi = {10.1080/1475939X.2012.720415}, abstract = {Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.}, number = {3}, urldate = {2023-07-19}, journal = {Technology, Pedagogy and Education}, author = {Rodríguez, Patricio and Nussbaum, Miguel and Dombrovskaia, Lioubov}, month = oct, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2012.720415}, keywords = {ICT effects, ICT integration, pedagogic model, scalability, sustainability, technology-enhanced learning}, pages = {291--315}, } @techreport{ministry_of_education_ict_2017, title = {{ICT} in {Education} {Policy} and {Strategy} for {Saint} {Lucia} 2017–2020}, url = {https://camdu.edu.lc/wp-content/uploads/2017/09/2017_Saint-Lucia_ICTinED-Policy_FinalJune27.pdf}, urldate = {2020-11-11}, author = {{Ministry of Education}}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YZHZS4BV 2486141:WSTNTQLP}, } @article{rana_ict_2020, title = {{ICT} integration in teaching and learning activities in higher education: a case study of {Nepal}'s teacher education}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1239982.pdf}, doi = {10.17220/mojet.2020.01.003}, abstract = {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.}, language = {English}, number = {1}, journal = {Malaysian Online Journal of Educational Technology}, author = {Rana, Kesh and Rana, Karna}, year = {2020}, note = {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}, pages = {36--47}, } @article{yasak_ict_2015, title = {{ICT} {Integrations} in {TVET}: {Is} it up to {Expectations}?}, volume = {204}, issn = {18770428}, shorttitle = {{ICT} {Integrations} in {TVET}}, url = {http://linkinghub.elsevier.com/retrieve/pii/S1877042815047680}, doi = {10.1016/j.sbspro.2015.08.120}, abstract = {In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET.}, language = {en}, urldate = {2018-08-01}, journal = {Procedia - Social and Behavioral Sciences}, author = {Yasak, Zurina and Alias, Maizam}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.120 10/gf62qd 2129771:KRTUTE4V 2317526:FMVZC98R}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, ICT integration in TVET, Postsecondary Education, Review of ICT role in TVET, publicImportV1}, pages = {88--97}, } @misc{smart_africa_ict_2020, title = {{ICT} {Skills} {Capacity} {Building} {Blueprint}}, url = {https://smartafrica.org/knowledge/ict-skills-capacity-building-blueprint/}, author = {{Smart Africa}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9UKSGDJ7 5242966:NQPQKCQD}, } @techreport{unesco_ict_2019, title = {{ICT} {Transforming} {Education} in {Africa} {UNESCO}-{KFIT} project update, {January}-{March} 2019 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367858}, urldate = {2022-10-21}, author = {{UNESCO}}, year = {2019}, } @article{agyei_ict_2011, title = {{ICT} use in the teaching of mathematics: {Implications} for professional development of pre-service teachers in {Ghana}}, volume = {16}, issn = {1360-2357, 1573-7608}, shorttitle = {{ICT} use in the teaching of mathematics}, url = {http://link.springer.com/10.1007/s10639-010-9141-9}, doi = {10.1007/s10639-010-9141-9}, language = {en}, number = {4}, urldate = {2020-04-28}, journal = {Education and Information Technologies}, author = {Agyei, Douglas D. and Voogt, Joke}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2129771:EHN5LYKU}, pages = {423--439}, } @article{heeks_ict4d_2020, title = {{ICT4D} 3.0? {Part} 1—{The} components of an emerging “digital‐for‐development” paradigm}, volume = {86}, issn = {1681-4835, 1681-4835}, shorttitle = {{ICT4D} 3.0?}, url = {https://onlinelibrary.wiley.com/doi/10.1002/isd2.12124}, doi = {10.1002/isd2.12124}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-12-29}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Heeks, Richard}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12124 2129771:W7CAGF8H}, } @article{lwoga_icts_2019, title = {{ICTs} and development in developing countries: a systematic review of reviews}, volume = {85}, issn = {16814835}, shorttitle = {{ICTs} and development in developing countries}, url = {http://doi.wiley.com/10.1002/isd2.12060}, doi = {10.1002/isd2.12060}, abstract = {This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.}, language = {en}, number = {1}, urldate = {2021-05-29}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Lwoga, Edda Tandi and Sangeda, Raphael Zozimus}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD}, pages = {e12060}, } @misc{denford_idea_2016, title = {Idea to {Retire}: {Decentralized} {IT} {Governance}}, language = {en}, author = {Denford, J.}, year = {2016}, note = {Place: Brookings KerkoCite.ItemAlsoKnownAs: 4804264:FTJ5DDLT}, keywords = {Final\_citation, anystyle, existing}, } @book{chambers_ideas_nodate, title = {Ideas for {Development}}, isbn = {978-1-136-56344-7}, url = {https://www.taylorfrancis.com/books/9781136563447}, language = {en}, urldate = {2022-12-30}, publisher = {Earthscan}, author = {Chambers, Robert}, doi = {10.4324/9781849771665}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781849771665 2129771:BYCUK9Z8 2129771:S7JCX3NL}, } @article{carver_identifying_2013, title = {Identifying barriers to the systematic literature review process}, language = {en}, journal = {International symposium on empirical software engineering and measurement}, author = {Carver, J.C. and Hassler, E. and Hernandes, E.}, year = {2013}, note = {Place: Baltimore, MD, USA KerkoCite.ItemAlsoKnownAs: 2129771:UDA5FTAF 2486141:3L5BBZ9X}, keywords = {⛔ No DOI found}, } @techreport{rose_identifying_2018, title = {Identifying {Disability} {In} {Household} {Surveys}: {Evidence} {On} {Education} {Access} {And} {Learning} {For} {Children} {With} {Disabilities} {In} {Pakistan}}, copyright = {Open Access}, shorttitle = {Identifying {Disability} {In} {Household} {Surveys}}, url = {https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf}, abstract = {This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.}, language = {en}, urldate = {2020-12-15}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Singal, Nidhi and Bari, Faisal and Malik, Rabea and Kamran, Sahar}, year = {2018}, doi = {10.5281/ZENODO.1247087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2129771:2TPHN282 2339240:88XND2WW 2405685:WUWYE7JH}, keywords = {\_zenodoOTHER}, } @article{conn_identifying_2017, title = {Identifying effective education interventions in sub-{Saharan} {Africa}: {A} meta-analysis of impact evaluations}, volume = {87}, issn = {0034-6543, 1935-1046}, shorttitle = {Identifying {Effective} {Education} {Interventions} in {Sub}-{Saharan} {Africa}}, url = {https://doi.org/10.3102/0034654317712025.}, doi = {10.3102/0034654317712025}, abstract = {In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.}, language = {en}, number = {5}, journal = {Review of Educational Research}, author = {Conn, K.M.}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:43QFUF6D 2129771:67G9KN9K 2129771:8ZHR2UIL 2129771:IP9R5YSK 2129771:VTCIS92C 2129771:WRJNG279}, pages = {863--898}, } @book{conn_identifying_2014, address = {New York}, title = {Identifying effective education interventions in sub-{Saharan} {Africa}: {A} meta-analysis of rigorous impact evaluations}, publisher = {Columbia University}, author = {Conn, K.}, year = {2014}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2129771:4Y4HBPJR 2129771:QWN9WJMJ}, } @article{palmeiro-silva_identifying_2023, title = {Identifying gaps on health impacts, exposures, and vulnerabilities to climate change on human health and wellbeing in {South} {America}: a scoping review}, volume = {26}, issn = {2667-193X}, url = {https://doi.org/10.1016/j.lana.2023.100580}, doi = {10.1016/j.lana.2023.100580}, abstract = {There is an important gap in regional information on climate change and health, limiting the development of science-based climate policies in South American countries. This study aims to identify the main gaps in the existing scientific literature on the impacts, exposure, and vulnerabilities of climate change on population health. A scoping review was performed guided by four sub-questions focused on the impacts of climate change on physical and mental health, exposure and vulnerability factors of population to climate hazards. The main findings showed that physical impacts mainly included infectious diseases, while mental health impacts included trauma, depression, and anxiety. Evidence on population exposure to climate hazards is limited, and social determinants of health and individual factors were identified as vulnerability factors. Overall, evidence on the intersection between climate change and health is limited in South America and has been generated in silos, with limited transdisciplinary research. More formal and systematic information should be generated to inform public policy.None.}, journal = {The Lancet Regional Health - Americas}, author = {Palmeiro-Silva, Yasna K. and Lescano, Andrés G. and Flores, Elaine C. and E, Yamileth Astorga and Rojas, Luis and Chavez-Hermosilla, Mario and Mora-Rivera, Wendel and Hartinger, Stella M.}, month = oct, year = {2023}, note = {openalex: W4386122878 KerkoCite.ItemAlsoKnownAs: 10.1016/j.lana.2023.100580 2129771:34CUXJBZ 5072953:9I4GQHIZ}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {100580--100580}, } @inproceedings{freeman_identifying_2020, title = {Identifying publication bias in meta-analyses of continuous outcomes}, url = {https://training.cochrane.org/resource/identifying-publication-bias-meta-analyses-continuous-outcomes}, language = {en}, urldate = {2023-11-02}, author = {Freeman, Suzanne and Sutton, Alex}, month = jul, year = {2020}, } @article{sims_identifying_2020, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, shorttitle = {Identifying the characteristics of effective teacher professional development}, doi = {https://www.researchgate.net/publication/341716623_Identifying_the_characteristics_of_effective_teacher_professional_development_a_critical_review}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = may, year = {2020}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2405685:2BSDHIUH 2534378:N5BNKDUA}, keywords = {De-prioritise, \_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, pages = {1--17}, } @article{sims_identifying_2021, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, issn = {0924-3453, 1744-5124}, shorttitle = {Identifying the characteristics of effective teacher professional development}, url = {https://www.tandfonline.com/doi/full/10.1080/09243453.2020.1772841}, doi = {10.1080/09243453.2020.1772841}, abstract = {Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.}, language = {en}, number = {1}, urldate = {2021-07-21}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 2129771:WX87PMWB}, keywords = {\_genre:LR-literature\_review}, pages = {47--63}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: {Teacher} professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, issn = {0305750X}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287}, doi = {10.1016/j.worlddev.2018.01.018}, abstract = {Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.}, language = {en}, urldate = {2019-10-03}, journal = {World Development}, author = {Piper, Benjamin and Simmons Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, month = jun, year = {2018}, note = {EdTechHub.Source: 2405685:5LADY8ET KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:33CKNBHY 2129771:3IIW96ZB 2129771:5IBWLA7Z 2129771:7U8IX8AM 2129771:94WMN93F 2129771:HXGME4VR 2129771:U59MFDNU 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC 2405685:RIK9NWV4 2486141:N4TQS2MG 2534378:E5TCHLS4 2534378:QFTE8W6H 503888:J7J64Z2I}, keywords = {Africa, C:Kenya, Literacy, Numeracy, Program Evaluation, Program evaluation, Quantitative, Randomized controlled trial, Reading, Teacher Professional Development, \_\_C:filed:1, \_\_\_duplicate\_item, \_\_\_working\_potential\_duplicate, \_genre:PR-primary\_research, \_yl:a, interesting, numeracy, randomized control trial}, pages = {324--336}, } @book{fraillon_iea_2019, title = {{IEA} international computer and information literacy study 2018 assessment framework}, publisher = {Springer Nature}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Duckworth, Daniel and Friedman, Tim}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JS6XPGKA}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Chile CHL, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Kazakhstan KAZ, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_ies_nodate, type = {Indexes; {Offices}}, title = {{IES} {Funding} {Opportunities}: {Education} {Research} {Grants} {Programs}}, url = {https://ies.ed.gov/funding/ncer_progs.asp}, abstract = {The Institute of Education Sciences provides information about its Education Research funding through Requests for Applications, Requests for Proposals, and other announcements. This page provides information about Education Research Grant Programs.}, language = {en}, urldate = {2023-02-02}, note = {Publisher: Institute of Education Sciences (IES)}, } @article{banks_if_2017, title = {“{If} he could speak, he would be able to point out who does those things to him”: {Experiences} of violence and access to child protection among children with disabilities in {Uganda} and {Malawi}}, volume = {12}, shorttitle = {“{If} he could speak, he would be able to point out who does those things to him”}, doi = {10.1371/journal.pone.0183736}, number = {9}, journal = {PloS one}, author = {Banks, Lena Morgon and Kelly, Susan A. and Kyegombe, Nambusi and Kuper, Hannah and Devries, Karen}, year = {2017}, note = {Publisher: Public Library of Science San Francisco, CA USA}, pages = {e0183736}, } @techreport{ryan_if_2015, title = {“{If} {I} can be a helper, one day {I} be a boss”–{A} case study of informal apprenticeship in {Lusaka}}, abstract = {Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.}, language = {en}, author = {Ryan, S}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, A:West Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, F:policy, HDR25, P:economy, R:case study, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @inproceedings{hasler_iimc_2022, title = {{IIMC} {Conference} {Paper}}, copyright = {Creative Commons Attribution 4.0}, doi = {10.53832/opendeved.0274}, language = {en}, publisher = {OpenDevEd}, author = {Haßler, Björn}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0274 10.53832/opendeved.274 2129771:762F7TTW 2129771:84MGW28K}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @misc{marshall_ijmarshallrobotreviewer_2024, title = {ijmarshall/robotreviewer}, copyright = {GPL-3.0}, url = {https://github.com/ijmarshall/robotreviewer}, abstract = {Automatic synthesis of RCTs}, urldate = {2024-01-20}, author = {Marshall, Iain}, month = jan, year = {2024}, note = {original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2129771:Z8B2T5B9 2405685:PQL34IN7 2486141:K5QNVJ2N}, keywords = {bias, clinical-trials, cochrane, icasr, rcts, systematic-reviews, trial}, } @techreport{hasler_ilce_2023, title = {{ILCE}: {Conducting} surveys in {Tanzanian} {Schools} – {Second} pilot}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EASK7UAW}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, number = {9}, institution = {Open Development \& Education}, author = {Haßler, Björn and Villavicencio Peralta, Xuzel and Toyinbo, Oluyemi}, month = sep, year = {2023}, doi = {10.53832/opendeved.1021}, note = {ZenodoArchiveID: 8402861 ZenodoArchiveConcept: 8402860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1021 2129771:EASK7UAW}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{hassler_ilce_2023, type = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {{ILCE}: {Trialling} environmental sensors in {Tanzanian} {Schools} – {First} pilot}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/IT8RD5H2}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, number = {7}, institution = {Open Development \& Education}, author = {Hassler, Bjoern and Villavicencio Peralta, Xuzel and Toyinbo, Oluyemi}, month = sep, year = {2023}, doi = {10.53832/opendeved.1019}, note = {ZenodoArchiveID: 8402851 ZenodoArchiveConcept: 8402850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1019 2129771:IT8RD5H2}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{hassler_ilce_2023, title = {{ILCE}: {Trialling} environmental sensors in {Tanzanian} {Schools} – {First} pilot}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/HHH8MWN3}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, number = {7}, institution = {Open Development \& Education}, author = {Hassler, Bjoern and Villavicencio Peralta, Xuzel and Toyinbo, Oluyemi}, month = sep, year = {2023}, doi = {10.53832/opendeved.1020}, note = {ZenodoArchiveID: 8402855 ZenodoArchiveConcept: 8402854 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1020 2129771:HHH8MWN3}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{hasler_ilce_2023, title = {{ILCE}: {Trialling} environmental sensors in {Tanzanian} {Schools} – {First} pilot - {Open} {Development} \& {Education}}, shorttitle = {{ILCE}}, url = {https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/, https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/}, abstract = {Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. This blog post is about the first pilot, where we tested the sensors in preparation}, language = {en-GB}, urldate = {2023-11-07}, author = {Haßler, Björn and Peralta, Xuzel Villavicencio and Toyinbo, Oluyemi and Toyinbo, Xuzel Villavicencio Peralta {and} Oluyemi Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta {and} Oluyemi, Björn Haßler}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4LNSAIW8 2486141:ZY9ZRWMD}, } @article{rother_im_2012, title = {Im globalen {Hamsterrad}: {Am} {Nutzen} von zirkulärer {Migration} sind {Zweifel} angebracht}, volume = {3}, journal = {Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit}, author = {Rother, Stefan}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:898ADP6F 2486141:T7UVKFBU}, keywords = {⛔ No DOI found}, } @article{hamilton_immersive_2021, title = {Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design}, volume = {8}, issn = {2197-9995}, shorttitle = {Immersive virtual reality as a pedagogical tool in education}, url = {https://doi.org/10.1007/s40692-020-00169-2}, doi = {10.1007/s40692-020-00169-2}, abstract = {The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Computers in Education}, author = {Hamilton, D. and McKechnie, J. and Edgerton, E. and Wilson, C.}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-020-00169-2 2129771:7MECHBIA}, keywords = {\_genre:LR-literature\_review}, pages = {1--32}, } @article{pellas_immersive_2021, title = {Immersive {Virtual} {Reality} in {K}-12 and {Higher} {Education}: {A} systematic review of the last decade scientific literature}, volume = {25}, issn = {1434-9957}, shorttitle = {Immersive {Virtual} {Reality} in {K}-12 and {Higher} {Education}}, url = {https://doi.org/10.1007/s10055-020-00489-9}, doi = {10.1007/s10055-020-00489-9}, abstract = {There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.}, language = {en}, number = {3}, urldate = {2022-12-23}, journal = {Virtual Reality}, author = {Pellas, Nikolaos and Mystakidis, Stylianos and Kazanidis, Ioannis}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10055-020-00489-9 4804264:YA75UGAS}, keywords = {Final\_citation, Human–computer interface, Immersive technologies, Simulations, Systematic review, Virtual reality, cited, existing}, pages = {835--861}, } @misc{noauthor_impact_nodate, title = {Impact {Education}}, url = {https://www.impactnetwork.org/impact-education}, language = {en-US}, urldate = {2023-03-12}, journal = {Impact Network}, } @article{ngware_impact_2018, title = {Impact {Evaluation} of {Tayari} {School} {Readiness} {Program} in {Kenya}.}, url = {https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf}, journal = {African Population and Health Research Center, RTI International}, author = {Ngware, Moses W. and Hungi, Njora and Wekulo, Patricia and Mutisya, Maurice and Njagi, Joan and Muhia, Nelson and Wambiya, Elvis and Donfouet, Hermann and Gathoni, Grace and Mambe, Shem}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N34XLN2Z 2129771:S8WTGBMK}, keywords = {⛔ No DOI found}, } @book{chinen_impact_2016, title = {Impact {Evaluation} of the {Save} the {Children} {Early} {Childhood} {Stimulation} {Program} in {Bangladesh}: {Final} {Report}.}, url = {http://pubdocs.worldbank.org/en/163331484753270396/SIEF-Bangladesh-Endline-Report-Nov2016FINAL.pdf}, publisher = {American Institutes for Research}, author = {Chinen, Marjorie and Bos, Johannes M.}, year = {2016}, } @misc{noauthor_impact_nodate, title = {Impact {Network}}, url = {https://www.impactnetwork.org}, language = {en-US}, urldate = {2022-04-17}, journal = {Impact Network}, } @misc{noauthor_impact_2021, title = {Impact {Network} {eSchool} 360 {Model}}, url = {https://hundred.org/en/innovations/impact-network-eschool-360-model}, abstract = {Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math \& literacy.}, urldate = {2023-03-12}, month = apr, year = {2021}, } @misc{hundredorg_impact_2021, title = {Impact {Network} {eSchool} 360 {Model}}, url = {https://hundred.org/en/innovations/impact-network-eschool-360-model#36139f44}, abstract = {Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math \& literacy.}, urldate = {2022-04-17}, author = {{Hundred.org}}, month = apr, year = {2021}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2129771:8NPDRZNG}, } @article{akogun_impact_2014, title = {Impact of a {Workplace}-based {Malaria} {Treatment} {Program} on {Earnings}, {Labor} {Supply} and {Productivity} of {Agricultural} {Workers} in {Nigeria}}, language = {en}, journal = {Mimeo}, author = {Akogun, Oladele B and Dillon, A. and Friedman, J. and Serneels, P.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A7XETF7R 2129771:ALMQBCDJ 2486141:C62NGY8U}, keywords = {⛔ No DOI found}, } @phdthesis{bolingo_impact_2019, address = {Kigali}, title = {Impact of assistive technology on education performance of learners with visual impairment at the {University} of {Rwanda} - {College} of {Education}}, url = {http://www.dr.ur.ac.rw/handle/123456789/619}, urldate = {2022-10-21}, author = {BOLINGO, Amurani}, month = oct, year = {2019}, } @article{rohwerder_impact_2017, title = {Impact of childhood screening for disability/impairment on education and learning}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13364}, abstract = {Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3).}, language = {en}, urldate = {2022-12-18}, author = {Rohwerder, Brigitte}, month = oct, year = {2017}, note = {Accepted: 2017-11-23T17:16:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:I3Q7YQNJ 4869029:QQ9YXHHM}, keywords = {⛔ No DOI found}, } @inproceedings{hasler_impact_2024, title = {Impact of {Climate} {Change} and {Environmental} {Risks} on {Learning} {Outcomes}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/R8TU4GMW}, abstract = {An output of the Open Development \& Education (https://opendeved.net/), developed for 22CCEM.}, language = {en}, publisher = {Commonwealth Secretariat}, author = {Haßler, Björn and Eso, Olamide and Villavicencio Peralta, Xuzel Ana and Waziri, Nafisa}, month = mar, year = {2024}, doi = {10.53832/opendeved.1079}, note = {ZenodoArchiveID: 10719044 ZenodoArchiveConcept: 10719043 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1079 2129771:R8TU4GMW}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @article{noauthor_impact_2020, title = {Impact of {Coronavirus} {Pandemic} on {Education}}, url = {https://iiste.org/Journals/index.php/JEP/article/view/52821}, doi = {10.7176/JEP/11-13-12}, abstract = {Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education.}, language = {en}, urldate = {2020-08-12}, journal = {Journal of Education and Practice}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/JEP/11-13-12 2129771:DN6493L6}, keywords = {\_\_C:filed:1}, } @book{hoop_impact_2020, title = {Impact of e-{Learning} {Technology} and {Activity}-{Based} {Learning} on {Learning} {Outcomes}: {Experimental} {Evidence} from {Community} {Schools} in {Rural} {Zambia}}, shorttitle = {Impact of e-{Learning} {Technology} and {Activity}-{Based} {Learning} on {Learning} {Outcomes}}, abstract = {We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.}, author = {Hoop, Thomas and Ring, Hannah and Siwach, Garima and Dias, Paula and Tembo, Gelson and Rothbard, Victoria and Toungui, Anaïs}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KYR9XH8I}, } @article{orrnert_impact_2018, title = {Impact of {Education} {Interventions} for {Working} {Children}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14098}, abstract = {Recent global estimates indicate that 152 million children – 64 million girls and 88 million boys – are engaged in child labour across the world (ILO 2017b: 8). According to these same estimates, 71\% of child labourers work in the agricultural sector and 69\% in unpaid work within their own family. Nearly half of all those in child labour are doing ‘hazardous work’ (ibid). According to the ILO, the total number of children in child labour has declined by about 94 million since 2000, although this trend has slowed significantly in recent years (ILO 2017a: 10). Four policy areas have been identified as key to tackling the problem of child labour: legal standards and regulation, social protection, labour markets and – the topic of this review – education. This report examines the available evidence on short and long-term impacts of interventions targeted at working children. The existing body of evidence on the impact of education interventions on children in work is mixed. There is a relatively substantial volume of research which examines the impacts of conditional cash transfers linked with children’s education. There is also a smaller body of evidence around the impact of financial incentives to children and their families (including scholarships and school subsidies). The evidence on other types of education interventions – such as provision of non-financial subsidies (for example, Food-for-Education or free transportation), improving quality of education as well as transitional or informal learning programmes for working children- is much more fragmented and patchy.}, language = {en}, urldate = {2022-12-18}, author = {Orrnert, Anna}, month = sep, year = {2018}, note = {Accepted: 2018-11-01T09:31:27Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:ML9CER2V 4869029:CPIXXWSI}, keywords = {⛔ No DOI found}, } @article{fernandez-batanero_impact_2021, title = {Impact of {Educational} {Technology} on {Teacher} {Stress} and {Anxiety}: {A} {Literature} {Review}}, volume = {18}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, shorttitle = {Impact of {Educational} {Technology} on {Teacher} {Stress} and {Anxiety}}, url = {https://www.mdpi.com/1660-4601/18/2/548}, doi = {10.3390/ijerph18020548}, abstract = {Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.}, language = {en}, number = {2}, urldate = {2022-12-20}, journal = {International Journal of Environmental Research and Public Health}, author = {Fernández-Batanero, José-María and Román-Graván, Pedro and Reyes-Rebollo, Miguel-María and Montenegro-Rueda, Marta}, month = jan, year = {2021}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18020548 4804264:8SC6J36Q 4804264:B89GXU33}, keywords = {Final\_citation, anxiety disorders, anystyle, cited, educational technology, existing, mental health, review, teacher burnout}, pages = {548}, } @article{attanasio_impact_2017, title = {Impact of {Free} {Availability} of {Public} {Child} {Care} in {Brazil}.}, url = {https://developmentevidence.3ieimpact.org/search-result-details/impact-evaluation-repository/impact-of-free-availability-of-public-childcare-on-laboursupply-and-child-development-in-brazil/4581}, author = {Attanasio, Orazio and de Barro, Ricardo Paes and Carneiro, Pedro and Evans, David and Lima, Lycia and Olinto, Pedro and Schady, Norbert}, year = {2017}, keywords = {⛔ No DOI found}, } @article{gu_impact_2022, title = {Impact of {Living} {Conditions} on {Online} {Education}: {Evidence} from {China}}, volume = {14}, shorttitle = {Impact of {Living} {Conditions} on {Online} {Education}}, doi = {10.3390/su14063231}, number = {6}, journal = {Sustainability}, author = {Gu, Jiafeng}, year = {2022}, note = {Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su14063231 2129771:PWJFE7P8}, pages = {3231}, } @misc{gu_impact_2022, title = {Impact of {Living} {Conditions} on {Online} {Education}: {Evidence} from {China}. {Sustainability} 2022, 14, 3231}, shorttitle = {Impact of {Living} {Conditions} on {Online} {Education}}, publisher = {s Note: MDPI stays neu-tral with regard to jurisdictional claims in …}, author = {Gu, J.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8YP8Q36V}, } @article{kapasia_impact_2020, title = {Impact of lockdown on learning status of undergraduate and postgraduate students during {COVID}-19 pandemic in {West} {Bengal}, {India}}, volume = {116}, issn = {0190-7409}, url = {http://www.sciencedirect.com/science/article/pii/S0190740920310604}, doi = {10.1016/j.childyouth.2020.105194}, abstract = {To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70\% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.}, language = {en}, urldate = {2020-08-12}, journal = {Children and Youth Services Review}, author = {Kapasia, Nanigopal and Paul, Pintu and Roy, Avijit and Saha, Jay and Zaveri, Ankita and Mallick, Rahul and Barman, Bikash and Das, Prabir and Chouhan, Pradip}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2020.105194 2129771:ZQEYBT8E 2405685:Q7MA9TN9}, keywords = {COVID-19, E-learning, Lockdown, Undergraduate and postgraduate learners, West Bengal, \_COVID\_DEAA-List, \_\_C:filed:1}, pages = {105194}, } @article{jena_impact_2020, title = {Impact of {Pandemic} {COVID}-19 on {Education} in {India}}, volume = {12}, doi = {10.24941/ijcr.39209.07.2020}, abstract = {The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation.}, journal = {International Journal of Current Research}, author = {Jena, Pravat}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2129771:TLWP9LYQ}, keywords = {\_\_C:filed:1, ⚠️ Invalid DOI}, pages = {12582--12586}, } @article{riopel_impact_2019, title = {Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis}, volume = {55}, issn = {0305-7267, 1940-8412}, shorttitle = {Impact of serious games on science learning achievement compared with more conventional instruction}, doi = {10.1080/03057267.2019.1722420}, language = {en}, number = {2}, journal = {Studies in Science Education}, author = {Riopel, Martin and Nenciovici, Lucian and Potvin, Patrice and Chastenay, Pierre and Charland, Patrick and Sarrasin, Jérémie Blanchette and Masson, Steve}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057267.2019.1722420 4804264:U4HWR4C5}, keywords = {Final\_citation, cited, existing}, pages = {169--214}, } @article{javed_impact_2019, title = {Impact of tablet {PCs} on learning outcomes in a classroom environment}, volume = {14}, number = {1}, journal = {International Journal of Learning Technology}, author = {Javed, Yasir and Samara, Khalid}, year = {2019}, note = {Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:VEWUQNYH}, keywords = {\_\_C:filed:1, ❓ Multiple DOI}, pages = {59--77}, } @article{hoop_impact_2023, title = {Impact of {Technology}-{Aided} {Activity}-{Based} {Learning} {Approaches} on {Learning} {Outcomes}: {Experimental} {Evidence} from {Community} {Schools} in {Rural} {Zambia}}, shorttitle = {Impact of {Technology}-{Aided} {Activity}-{Based} {Learning} {Approaches} on {Learning} {Outcomes}}, doi = {10.1080/19345747.2023.2268072}, journal = {Journal of Research on Educational Effectiveness}, author = {Hoop, Thomas and Ring, Hannah and Siwach, Garima and Dias, Paula and Tembo, Gelson and Rothbard, Victoria and Toungui, Anaïs}, month = oct, year = {2023}, pages = {1--38}, } @article{noauthor_impact_nodate, title = {Impact of terrible pandemic {COVID}-19 on {Kazakhstani} education and it’s outcome. {\textbar} {Proceedings} of {International} {Young} {Scholars} {Workshop}}, url = {https://journals.sdu.edu.kz/index.php/iysw/article/view/225}, abstract = {General situation of Coronavirus in the world and in Kazakhstan and its impact on our life, especially on education. The article examines the drawbacks of the epidemic COVID-19 on education of Republic of Kazakhstan. By evaluating influence of pandemic and it’s outcomes to learning and teaching, authors also trying to have discussion and critical approach to both Kazakhstani and Global context.  Main aspects like teachers, teaching, parents, assessment that have been influenced by the COVID-19 give us clear information how is life going in a tough period of lifetime and what kind of benefits could be gain and learnt. Every impacted aspect reacted in different way, some had great performance, meanwhile, some had unlikely results. Moreover, how and what did change global pandemic in Kazakhstan education system. The changes could be either positive or negative. How have transformed the education and what kind of tools have been using the teachers so far?}, language = {en-US}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DJ3H645F}, keywords = {\_\_C:filed:1}, } @inproceedings{quispe_impact_2021, title = {Impact of {The} {Use} of {Telegram} and {WhatsApp} at the {University} in {Pandemic} {Times}}, doi = {10.1109/SCLA53004.2021.9540129}, booktitle = {2021 2nd {Sustainable} {Cities} {Latin} {America} {Conference} ({SCLA})}, publisher = {IEEE}, author = {Quispe, Nayely Quispe and Rosas, Noe Vicente and Andrade-Arenas, Laberiano}, year = {2021}, pages = {1--6}, } @article{aziz_impact_2014, title = {Impact of training on teachers competencies at higher education level}, volume = {V}, abstract = {The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment \& management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment \& Management competencies, Research competencies, Professional development}, journal = {Researchers World – Journal of Arts Science \& Commerce}, author = {Aziz, Fakhra}, month = jan, year = {2014}, keywords = {⛔ No DOI found}, pages = {121}, } @article{dias_impact_2014, title = {Impact of using cool paints on energy demand and thermal comfort of a residential building}, volume = {65}, issn = {1359-4311}, url = {https://www.sciencedirect.com/science/article/pii/S1359431113009538}, doi = {10.1016/j.applthermaleng.2013.12.056}, abstract = {This work studies the impact of using cool paints and/or thermal insulation on the thermal behavior and energy demand of a residential building. Buildings with thermal characteristics representing both old and new constructions are considered. The results were obtained using the dynamic computer simulator ESP-r. Recommendations for designers and/or house-owners in terms of deciding the best thermal comfort solution are withdrawn. For a case-study building in Portugal, in the summer, it was found that an increase in roof and façade value of total solar reflectance (TSR) from 50\% to 92\% reduced the maximum indoor free-float temperature between 2.0 °C and 4.7 °C in old construction (without thermal insulation), and between 1.2 °C and 3.0 °C in new construction (with thermal insulation). This had as a trade-off effect the decrease of the minimum indoor temperature of up to 1.5 °C. The results of annual energy demand for heating showed a maximum penalty of about 30\% when using cool paints. However, it was demonstrated that the cooling demand almost vanishes, eliminating the need to install air-conditioning devices. The analysis of specific real hot weather time periods showed that the maximum altitude of the sun, which is related to the month of the year, determines the solution that originates the highest temperature reduction. As the maximum sun altitude decreases the cool paints show comparatively better results.}, number = {1}, urldate = {2023-11-07}, journal = {Applied Thermal Engineering}, author = {Dias, Diana and Machado, João and Leal, Vítor and Mendes, Adélio}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.applthermaleng.2013.12.056 2129771:DMZLB5X7 2486141:D7DCY4CZ}, keywords = {Cool paints, Emissivity, Residential building, Thermal comfort, Thermal insulation, Total solar reflectance}, pages = {273--281}, } @techreport{save_our_future_impact_2020, title = {Impact {Report}}, url = {https://saveourfuture.world/wp-content/uploads/2020/12/SOF-Impact-Report_FINAL.pdf}, urldate = {2022-04-18}, author = {{Save Our Future}}, year = {2020}, } @article{c_impacto_2011, title = {Impacto del {Programa} “{Computadores} para {Educar}” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [{Impact} of the {Programme} {Computers} to {Educate} on {Student} {Dropout}, {School} {Achievement} and {Admission} to {Higher} {Education}}, doi = {https://repositorio.uniandes.edu.co/bitstream/handle/1992/8254/dcede2011-15.pdf?sequence=1&isAllowed=y}, language = {es}, journal = {Serie Documentos CEDe}, author = {C., Rodriguez and F., Sánchez and J, Márquez Zuñiga}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9SWCTZGC}, keywords = {Final\_citation, ⚠️ Invalid DOI}, pages = {15}, } @misc{noauthor_impacts_nodate, title = {Impacts {After} {One} {Year} of “{Healing} {Classroom}” on {Children}'s {Reading} and {Math} {Skills} in {DRC} {\textbar} {Education} in {Crisis} and {Conflict} {Network}}, url = {https://www.eccnetwork.net/resources/impacts-after-one-year-healing-classroom-childrens-reading-and-math-skills-drc}, abstract = {This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse social-emotional learning principles into a reading curriculum and collaborative school-based teacher learning circles to exchange information about and solve problems in using the teacher resource materials. To test the impact of LRHC on children's reading and math skills, 40 school clusters containing 64 schools and 4,465 students were randomized to begin LRHC in 2011–2012 or to serve as wait-list controls. Hierarchical linear models (students nested in schools, nested in school clusters) were fitted. Results indicate marginally significant positive impacts on children's reading scores (dwt = .14) and geometry scores (dwt = .14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p {\textless} .10. The intervention had the largest impacts on math scores for language minority children and in low-performing schools. Research, practice, and policy implications for education in low-income conflict-affected countries are discussed.}, language = {en}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8ZK3L3R7}, } @article{chersich_impacts_2018, title = {Impacts of climate change on health and wellbeing in {South} {Africa}}, volume = {15}, doi = {10.3390/ijerph15091884}, number = {9}, journal = {International journal of environmental research and public health}, author = {Chersich, Matthew F. and Wright, Caradee Y. and Venter, Francois and Rees, Helen and Scorgie, Fiona and Erasmus, Barend}, year = {2018}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15091884 2129771:EPJ9C9DP 4682641:VTCC4LRL}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {1884}, } @article{wolf_impacts_2018, title = {Impacts of {Pre}-{Service} {Training} and {Coaching} on {Kindergarten} {Quality} and {Student} {Learning} {Outcomes} in {Ghana}}, doi = {10.1016/j.stueduc.2018.05.001}, abstract = {Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.}, language = {en}, journal = {Studies in Educational Evaluation}, author = {Wolf, Sharon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.stueduc.2018.05.001 10/gf62pq 2129771:SM5UVAZ4 2317526:ISEA45I5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:learning, F:motivation, F:outcomes, F:policy, F:teaching, P:measurement, P:services, P:teacher education, P:teacher training, P:teachers, R:impact, R:trial, T:Training, Z:early childhood education, Z:kindergarten, Z:pre-service training, Z:sub-Saharan Africa, Z:teacher training, \_C:Ghana GHA, publicImportV1}, } @article{andrew_impacts_2018, title = {Impacts {Two} {Years} {After} a {Scalable} {Early} {Childhood} {Development} {Intervention} to {Increase} {Psychosocial} {Stimulation} in the {Home}: {A} {Follow}-{Up} of a {Cluster} {Randomised} {Controlled} {Trial} in {Colombia}.}, url = {https://doi.org/10.1371/journal.pmed.1002556}, doi = {10.1371/journal.pmed.1002556}, journal = {PLoS Med 15}, author = {Andrew, A. and Attanasio, O. and Fitzsimons, E. and Grantham-McGregor, S. and Meghir, C. and Rubio-Codina, M.}, year = {2018}, pages = {1002556}, } @phdthesis{mwansa_implemantation_2010, title = {Implemantation of the school programme of in service for the term ({SPRINT}) in selected basic schools of {Chipata} district of {Zambia}}, shorttitle = {Implementation of the school programme of in-service for the term({SPRINT}): the case of selected basic schools in chipata district of {Zambia}}, url = {http://dspace.unza.zm/handle/123456789/3322}, abstract = {ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.}, urldate = {2014-04-22}, author = {Mwansa, Phillip}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C5GQGZV4 261495:QDUGQC5Q 261495:RNDQEM6Q}, keywords = {CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, SPRINT, incomplete}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 4. {TPD} {Guidance}}, title = {Implementation {Guidance}: {Slide} {Deck} for {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/7URGGP44}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7URGGP44}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o4b}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Slide} {Deck} for {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3TJE6CMI}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4603116}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:j}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 4. {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Facilitators} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3MRBXTPD}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3MRBXTPD}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o4a}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Facilitators} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/M9WXRHE7}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555958}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:h}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Teachers} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/P2D5IJBC}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555960}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @misc{noauthor_implementation_nodate, title = {Implementation {Guide} (annotated)}, } @techreport{albers_implementation_2017, title = {Implementation in {Education} - {Findings} from a {Scoping} {Review}}, author = {Albers, Bianca and Pattuwage, Loyal}, month = apr, year = {2017}, doi = {10.13140/RG.2.2.29187.40483}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.29187.40483 2129771:VWUXTT8H}, } @techreport{coopergibson_research_implementation_2022, title = {Implementation of education technology in schools and colleges}, language = {en}, institution = {Department for Education}, author = {CooperGibson Research}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RKULTIRG 2486141:P72TJ342}, } @article{jere_implementation_2021, title = {Implementation of learner support services in distance teacher education programmes in selected public colleges of education in {Zambia}}, volume = {1}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/352134749_Implementation_of_Learner_Support_Services_in_Distance_Teacher_Education_Programmes_in_selected_public_Colleges_of_Education_in_Zambia/links/60ba655e458515218f8f839f/Implementation-of-Learner-Support-Services-in-Distance-Teacher-Education-Programmes-in-selected-public-Colleges-of-Education-in-Zambia.pdf}, number = {1}, urldate = {2023-12-06}, journal = {The Zambia Journal of Distance Education (Online ISSN 2789-052X)}, author = {Jere, Getrude and ManchishI, Peter Chomba and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {26--41}, } @article{laksmi_implementation_2021, title = {Implementation of {Problem} {Based} {Learning} to {Increase} {Scientific} {Explanation} {Skill} in {Biology} {Learning} about the {Environment}}, volume = {8}, copyright = {Copyright (c) 2021 Monika Lintang Laksmi, Dewi Puspita Sari, Yudi Rinanto, Raden Rara Sapartini}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/531}, abstract = {This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61\% in claim, 53\% in evidence, and 51\% in reasoning.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Laksmi, Monika Lintang and Sari, Dewi Puspita and Rinanto, Yudi and Sapartini, Raden Rara}, month = nov, year = {2021}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:Z42TTNWE}, keywords = {Biology Education, Classroom Action Research, Problem Based Learning, Scientific Explanation, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {532--540}, } @article{kabombwe_implementation_2019, title = {Implementation of the competency-based curriculum by teachers of {History} in selected {Secondary} {Schools} in {Lusaka} district, {Zambia}}, url = {http://www.scielo.org.za/scielo.php?pid=S2223-03862019000200003&script=sci_arttext}, doi = {10.17159/2223-0386/2019/n22a2}, number = {22}, urldate = {2023-12-06}, journal = {Yesterday and today}, author = {Kabombwe, Yvonne Malambo and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: The South African Society for History Teaching (SASHT)}, pages = {19--41}, } @article{mwanza_implementation_2020, title = {Implementation of the {Free} {Education} {Policy} in {Primary} {Schools} in {Kafue} {District}: {Is} {It} a {Compromise} on {Quality} of {Education} in {Zambia}?}, volume = {7}, shorttitle = {Implementation of the {Free} {Education} {Policy} in {Primary} {Schools} in {Kafue} {District}}, url = {http://oapub.org/edu/index.php/ejes/article/view/3269}, doi = {10.46827/ejes.v7i9.3269}, number = {9}, urldate = {2023-11-28}, journal = {European Journal of Education Studies}, author = {Mwanza, Christine and Silukuni, Darious}, year = {2020}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 8. {Parents} {Guidance}}, title = {Implementation {Planning}: {Parental} {Support} for the {Academic} {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/YR6P5KA7}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YR6P5KA7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o8a, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning}: {Parental} {Support} for the {Academic} {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VK5QH5Q7}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555966}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555966 2129771:VK5QH5Q7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:fb, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 6. {Inclusion} {Guidance}}, title = {Implementation {Planning}: {SPED} {Internal} {Referral} {Form}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/996H993E}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:996H993E}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o6b, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning}: {SPED} {Internal} {Referral} {Form}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TEACS38K}, number = {4}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4743615}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743615 2129771:TEACS38K}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:fd, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 6. {Inclusion} {Guidance}}, title = {Implementation {Planning}: {SPED} {Referral} {Flowchart}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/69CMFWEU}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:69CMFWEU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o6a, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning}: {SPED} {Referral} {Flowchart}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TJZEP4QS}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4743613}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743613 2129771:TJZEP4QS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:fc, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 6. {Inclusion} {Guidance}}, title = {Implementation {Planning}: {SPED} {Support} {Plan} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/9XKXEUN2}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XKXEUN2}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o6c, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning}: {SPED} {Support} {Plan} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/D3BT2TVI}, number = {5}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4743617}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743617 2129771:D3BT2TVI}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:fe, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning} {Tool}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EM6IJ327}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4779907}, note = {previousDOI: 10.5281/zenodo.4726114 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779883 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726114 10.5281/zenodo.4779907 2129771:EM6IJ327}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:fa, \_zenodo:submitted, \_zenodoETH:submitted}, } @misc{noauthor_implementation_nodate, title = {Implementation {Research} and {Practice}}, url = {https://journals.sagepub.com/home/irp}, abstract = {This open access journal focuses on interdisciplinary research that advances the implementation, in diverse contexts, of effective approaches to assess, prevent...}, language = {en}, urldate = {2022-11-29}, journal = {SAGE Journals}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DGR4WVRL 4869029:XBPKTAZN}, } @article{hjern_implementation_1982, title = {Implementation research as empirical constitutionalism}, volume = {10}, doi = {10.1111/j.1475-6765.1982.tb00011.x}, number = {2}, journal = {European journal of political research}, author = {Hjern, Benny and Hull, Chris}, year = {1982}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/j.1475-6765.1982.tb00011.x 2129771:8BLNNTXE 4869029:2ININWCM}, pages = {105--115}, } @article{century_implementation_2016, title = {Implementation {Research}: {Finding} {Common} {Ground} on {What}, {How}, {Why}, {Where}, and {Who}}, volume = {40}, issn = {0091-732X, 1935-1038}, shorttitle = {Implementation {Research}}, url = {http://journals.sagepub.com/doi/10.3102/0091732X16665332}, doi = {10.3102/0091732X16665332}, abstract = {Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.}, language = {en}, number = {1}, urldate = {2022-12-29}, journal = {Review of Research in Education}, author = {Century, Jeanne and Cassata, Amy}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0091732X16665332 2129771:LFUD8F5I}, pages = {169--215}, } @book{peters_implementation_2013, address = {Geneva}, title = {Implementation research in health: a practical guide}, isbn = {978-92-4-150621-2}, shorttitle = {Implementation research in health}, url = {https://apps.who.int/iris/handle/10665/91758}, language = {en}, publisher = {World Health Organization}, author = {Peters, David H. and Tran, Nhan T. and Adam, Taghreed}, year = {2013}, note = {Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:7XY23XGL 4869029:DAHASF99 4869029:XH43AYIR}, keywords = {Delivery of Health Care, Health Plan Implementation, Health Policy, Health Services Research, Research Design, standards}, } @book{peters_implementation_2013, address = {Geneva}, title = {Implementation research in health: a practical guide / edited by {David} {Peters} … [et al]}, isbn = {978-92-4-150621-2}, shorttitle = {Implementation research in health}, url = {https://apps.who.int/iris/handle/10665/91758}, language = {en}, urldate = {2022-12-29}, publisher = {World Health Organization}, author = {Peters, David and Tran, Nhan and Adam, Taghreed and {Alliance for Health Policy and Systems Research} and {World Health Organization}}, year = {2013}, note = {Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:5BS8NSP4}, keywords = {Delivery of Health Care, Health Plan Implementation, Health Policy, Health Services Research, Research Design, standards}, } @article{sheikh_implementation_2020, title = {Implementation research in {LMICs}—evolution through innovation}, volume = {35}, issn = {0268-1080}, url = {https://doi.org/10.1093/heapol/czaa118}, doi = {10.1093/heapol/czaa118}, abstract = {Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them.}, number = {Supplement\_2}, urldate = {2022-12-29}, journal = {Health Policy and Planning}, author = {Sheikh, Kabir and Hargreaves, James and Khan, Mishal and Mounier-Jack, Sandra}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czaa118 2129771:E6KNQ66X}, pages = {ii1--ii3}, } @techreport{noauthor_implementation_2020, title = {Implementation {Research} {Overview}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Implementation%20Research%20Overview.pdf}, urldate = {2022-12-29}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IXVQ7MM3}, } @article{linton_implementation_2002, title = {Implementation research: state of the art and future directions}, volume = {22}, shorttitle = {Implementation research}, doi = {10.1016/S0166-4972(01)00075-X}, number = {2}, journal = {Technovation}, author = {Linton, Jonathan D.}, year = {2002}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4972(01)00075-X 2129771:4EY8E8B8 4869029:LKXWFZYV}, pages = {65--79}, } @article{hjern_implementation_1982, title = {Implementation research—the link gone missing}, volume = {2}, doi = {10.1017/S0143814X00001975}, number = {3}, journal = {Journal of public policy}, author = {Hjern, Benny}, year = {1982}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0143814X00001975 2129771:A2VG2LQS 4869029:SU5DASVU}, pages = {301--308}, } @misc{noauthor_implementation_2018, title = {Implementation research: {The} unambiguous cornerstone of implementation science}, shorttitle = {Implementation research}, url = {https://researchforevidence.fhi360.org/implementation-research-the-unambiguous-cornerstone-of-implementation-science}, abstract = {By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development.}, language = {en-US}, urldate = {2022-11-29}, journal = {R\&E Search for Evidence}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XSXG7M9 4869029:JH55RJFR}, } @article{peters_implementation_2013, title = {Implementation research: what it is and how to do it}, volume = {347}, shorttitle = {Implementation research}, journal = {Bmj}, author = {Peters, David H. and Adam, Taghreed and Alonge, Olakunle and Agyepong, Irene Akua and Tran, Nhan}, year = {2013}, note = {Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:PCAXCNMU 2129771:RDBUDTRX}, keywords = {⛔ No DOI found}, } @article{peters_implementation_2013, title = {Implementation research: what it is and how to do it}, volume = {347}, shorttitle = {Implementation research}, journal = {Bmj}, author = {Peters, David H. and Adam, Taghreed and Alonge, Olakunle and Agyepong, Irene Akua and Tran, Nhan}, year = {2013}, note = {Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:C3PXPQBA 4869029:DTXKUIWA}, keywords = {⛔ No DOI found}, } @misc{madon_implementation_2007, title = {Implementation science}, publisher = {American Association for the Advancement of Science}, author = {Madon, Temina and Hofman, Karen J. and Kupfer, Linda and Glass, Roger I.}, year = {2007}, note = {Issue: 5857 Pages: 1728–1729 Publication Title: Science Volume: 318 KerkoCite.ItemAlsoKnownAs: 2129771:KNQ6XIPK}, } @book{albers_implementation_2020, address = {Cham}, title = {Implementation {Science} 3.0}, isbn = {978-3-030-03874-8 978-3-030-03873-1}, language = {eng}, publisher = {Springer}, editor = {Albers, Bianca and Shlonsky, Aron and Mildon, Robyn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W3XMUAEV}, } @article{ogden_implementation_2014, title = {Implementation science: {A} brief overview and a look ahead.}, volume = {222}, shorttitle = {Implementation science}, doi = {10.1027/2151-2604/a000160}, number = {1}, journal = {Zeitschrift für Psychologie}, author = {Ogden, Terje and Fixsen, Dean L.}, year = {2014}, note = {Publisher: Hogrefe Publishing KerkoCite.ItemAlsoKnownAs: 10.1027/2151-2604/a000160 2129771:4VY9PVYI}, pages = {4}, } @article{lobb_implementation_2013, title = {Implementation science and its application to population health}, volume = {34}, doi = {10.1146/annurev-publhealth-031912-114444}, journal = {Annual review of public health}, author = {Lobb, Rebecca and Colditz, Graham A.}, year = {2013}, note = {Publisher: NIH Public Access KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031912-114444 2129771:Y24JRZ4D}, pages = {235}, } @article{forman_implementation_2013, title = {Implementation science and school psychology.}, volume = {28}, doi = {10.1037/spq0000019}, number = {2}, journal = {School Psychology Quarterly}, author = {Forman, Susan G. and Shapiro, Edward S. and Codding, Robin S. and Gonzales, Jorge E. and Reddy, Linda A. and Rosenfield, Sylvia A. and Sanetti, Lisa MH and Stoiber, Karen C.}, year = {2013}, note = {Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4426965:S2GT2NS4 4804264:RAVTAFQW}, keywords = {Final\_citation, cited, existing}, pages = {77}, } @article{forman_implementation_2013, title = {Implementation science and school psychology.}, volume = {28}, doi = {10.1037/spq0000019}, number = {2}, journal = {School Psychology Quarterly}, author = {Forman, Susan G. and Shapiro, Edward S. and Codding, Robin S. and Gonzales, Jorge E. and Reddy, Linda A. and Rosenfield, Sylvia A. and Sanetti, Lisa MH and Stoiber, Karen C.}, year = {2013}, note = {Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4869029:UF3X4U4J}, pages = {77}, } @article{owens_implementation_2014, title = {Implementation science in school mental health: {Key} constructs in a developing research agenda}, volume = {6}, shorttitle = {Implementation science in school mental health}, doi = {10.1007/s12310-013-9115-3}, number = {2}, journal = {School mental health}, author = {Owens, Julie Sarno and Lyon, Aaron R. and Brandt, Nicole Evangelista and Masia Warner, Carrie and Nadeem, Erum and Spiel, Craig and Wagner, Mary}, year = {2014}, note = {Publisher: Springer}, pages = {99--111}, } @article{curran_implementation_2020, title = {Implementation science made too simple: a teaching tool}, volume = {1}, shorttitle = {Implementation science made too simple}, doi = {10.1186/s43058-020-00001-z}, number = {1}, journal = {Implementation Science Communications}, author = {Curran, Geoffrey M.}, year = {2020}, note = {Publisher: BioMed Central KerkoCite.ItemAlsoKnownAs: 10.1186/s43058-020-00001-z 2129771:BPXUWS3F}, pages = {1--3}, } @article{tansella_implementation_2009, title = {Implementation science: understanding the translation of evidence into practice}, volume = {195}, shorttitle = {Implementation science}, doi = {10.1192/bjp.bp.109.065565}, number = {4}, journal = {The British Journal of Psychiatry}, author = {Tansella, Michele and Thornicroft, Graham}, year = {2009}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1192/bjp.bp.109.065565 2129771:2EJ64ZUI}, pages = {283--285}, } @article{franks_implementation_2013, title = {Implementation science: what do we know and where do we go from here?}, shorttitle = {Implementation science}, author = {Franks, Robert P. and Schroeder, Jennifer}, year = {2013}, note = {Publisher: Paul H Brookes Publishing Co. KerkoCite.ItemAlsoKnownAs: 2129771:UAWHQ8E9}, keywords = {⛔ No DOI found}, } @article{bauer_implementation_2020, title = {Implementation science: {What} is it and why should {I} care?}, volume = {283}, shorttitle = {Implementation science}, doi = {10.1016/j.psychres.2019.04.025}, journal = {Psychiatry research}, author = {Bauer, Mark S. and Kirchner, JoAnn}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.psychres.2019.04.025 2129771:8IVZLBKW}, pages = {112376}, } @phdthesis{johnson_implementing_2014, title = {Implementing a one-to-one {iPad} program in a secondary school}, school = {UNIVERSITY OF NEBRASKA AT OMAHA}, author = {Johnson, Donald P}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 257089:J42D6JTZ}, } @misc{edtech_hub_implementing_nodate, title = {Implementing a telephone helpline to supplement {TV}, radio and learning packets in {Afghanistan} 🇦🇫}, url = {https://edtechhub.org/innovation/telephone-helpline-in-afghanistan/}, abstract = {Telephone Helpline in Afghanistan 🇦🇫 📅 May 2020 – Ongoing Key Sandbox Question: We know effective teacher presence in the classroom improves learning outcomes. How might this be replicated when students are learning at home? Subject:  \#literacy \#numeracy Age:  \#secondary Place:  \#Afghanistan \#rural People:  \#student\_male \#student\_female \#teacher \#caregiver Product:  \#radio \#TV \#feature\_phone Business Model:  \#donor \#replication \#government The Problem The…}, language = {en-US}, urldate = {2021-03-19}, journal = {EdTech Hub}, author = {{EdTech Hub}}, } @misc{groeneveld_implementing_2020, title = {Implementing a {Virtual} {Learning} {Environment}: {A} {Short} {Guide} for {Zanzibar}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/85C5HVC7}, publisher = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JAJ7XNRW 2339240:WYT4QCIW 2405685:I86XXKMH}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{schuelka_implementing_2018, title = {Implementing {Inclusive} {Education}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230}, abstract = {This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.}, language = {en}, urldate = {2022-12-18}, author = {Schuelka, Matthew J.}, month = aug, year = {2018}, note = {Accepted: 2019-01-04T15:44:28Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:L9I9FL78 4869029:K6XZ9F8D}, keywords = {⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U4THKEF5 2405685:7L6V38N5}, keywords = {C:Kenya, \_C:Brazil BRA, \_C:Catalan Republic XCATA, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Honduras HND, \_C:India IND, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Niger NER, \_C:Peru PER, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, language = {en}, number = {3}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JVE8HV42}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{piper_implementing_2016, title = {Implementing mother tongue instruction in the real world: {Results} from a medium-scale randomized controlled trial in {Kenya}}, volume = {60}, url = {https://doi.org/10.1086/688493.}, doi = {10.1086/688493}, number = {4}, journal = {Comparative Education Review}, author = {Piper, B. and Zuilkowski, S.S. and Ong’ele, S.}, year = {2016}, pages = {776--807}, } @article{hardman_implementing_2015, title = {Implementing school-based teacher development in {Tanzania}}, volume = {41}, issn = {1941-5257, 1941-5265}, url = {http://www.tandfonline.com/doi/full/10.1080/19415257.2015.1026453}, doi = {10.1080/19415257.2015.1026453}, abstract = {This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.}, language = {en}, number = {4}, urldate = {2016-03-26}, journal = {Professional Development in Education}, author = {Hardman, Frank and Hardman, Jan and Dachi, Hillary and Elliott, Louise and Ihebuzor, Noel and Ntekim, Maniza and Tibuhinda, Audax}, month = aug, year = {2015}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2129771:FRBHMWXY 261495:8HHRFTW2}, keywords = {\_\_C:filed:1}, pages = {602--623}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, pages = {211--221}, } @article{penuel_implementing_2015, title = {Implementing the {Next} {Generation} {Science} {Standards}}, volume = {96}, issn = {0031-7217}, url = {https://doi.org/10.1177/0031721715575299}, doi = {10.1177/0031721715575299}, abstract = {The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.}, language = {en}, number = {6}, urldate = {2022-12-25}, journal = {Phi Delta Kappan}, author = {Penuel, William R. and Harris, Christopher J. and DeBarger, Angela Haydel}, month = mar, year = {2015}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0031721715575299 2129771:QRQCHM5H}, pages = {45--49}, } @misc{noauthor_implementing_nodate, title = {Implementing the {Next} {Generation} {Science} {Standards} - {William} {R}. {Penuel}, {Christopher} {J}. {Harris}, {Angela} {Haydel} {DeBarger}, 2015}, url = {https://journals.sagepub.com/doi/abs/10.1177/0031721715575299}, urldate = {2022-12-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7AGNDTJ6}, } @article{titler_implications_2007, title = {Implications for implementation science}, volume = {56}, doi = {10.1097/01.NNR.0000280636.78901.7f}, number = {4}, journal = {Nursing Research}, author = {Titler, Marita G. and Everett, Linda Q. and Adams, Susan}, year = {2007}, note = {Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/01.NNR.0000280636.78901.7f 2129771:HPXEPV6Z}, pages = {S53--S59}, } @techreport{noauthor_implications_2021, title = {Implications of {COVID}-19 for {Educational} {Research}}, url = {https://www.edu-links.org/sites/default/files/media/file/Implications%20of%20COVID-19%20for%20Educational%20Research28April2021.pdf}, urldate = {2022-12-29}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L599VHGS}, } @article{ngubane-mokiwa_implications_2017, title = {Implications of the {University} of {South} {Africa}'s ({UNISA}) shift to open distance e-learning on teacher education}, volume = {42}, number = {9}, journal = {Australian Journal of Teacher Education}, author = {Ngubane-Mokiwa, Sindile A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9GDIRDET}, keywords = {⛔ No DOI found}, pages = {7}, } @incollection{masset_impossible_2019, title = {Impossible generalisations: meta‐analyses of education interventions in international development.}, booktitle = {{RISE} {Annual} {Conference}}, author = {Masset, Edoardo}, year = {2019}, } @article{tanner_improv_2022, title = {Improv {Theater} and {Whiteness} in {Education}: {A} {Systematic} {Literature} {Review}}, issn = {0034-6543}, shorttitle = {Improv {Theater} and {Whiteness} in {Education}}, url = {https://doi.org/10.3102/00346543221076885}, doi = {10.3102/00346543221076885}, abstract = {Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.}, language = {en}, urldate = {2022-04-05}, journal = {Review of Educational Research}, author = {Tanner, Samuel J. and McCloskey, Andrea}, month = feb, year = {2022}, note = {Publisher: American Educational Research Association}, keywords = {arts education, qualitative research, race, social justice}, pages = {00346543221076885}, } @article{chinonso_okolie_improvement_2019, series = {Journal}, title = {Improvement needs of {Nigerian} technical college teachers in teaching vocational and technical subjects}, doi = {10.1080/14480220.2019.1602207}, abstract = {© 2019, © 2019 Informa UK Limited, trading as Taylor \& Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.}, journal = {International Journal of Training Research}, author = {Chinonso Okolie, Ugochukwu and Nwonu Elom, Elisha and Uchechukwu Osuji, Catherine and Agu Igwe, Paul}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1602207 2129771:EHUMSRNH}, } @article{qaffas_improvement_2019, title = {Improvement of chatbots semantics using wit. ai and word sequence kernel: {Education} chatbot as a case study}, volume = {11}, shorttitle = {Improvement of chatbots semantics using wit. ai and word sequence kernel}, doi = {10.5815/ijmecs.2019.03.03}, number = {3}, journal = {International Journal of Modern Education and Computer Science}, author = {Qaffas, Alaa A.}, year = {2019}, note = {Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 2129771:D8JCC22Q 2129771:QIGZNTXI}, pages = {16}, } @article{berkvens_improving_2012, title = {Improving adult learning and professional development in a post-conflict area: {The} case of {Cambodia}}, volume = {32}, shorttitle = {Improving adult learning and professional development in a post-conflict area}, doi = {10.1016/j.ijedudev.2011.03.008}, abstract = {All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.}, journal = {International Journal of Educational Development}, author = {Berkvens, Jan and Kalyanpur, Maya and Kuiper, Wilmad and Akker, Jan}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN}, keywords = {\_C:Cambodia KHM, \_C:Ghana GHA, \_C:Laos LAO, \_C:Netherlands NLD, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {241--251}, } @article{ganimian_improving_2020, series = {Society for {Research} on {Educational} {Effectiveness} {Conference}}, title = {Improving {Early}-{Childhood} {Human} {Development}: {Experimental} {Evidence} from {India}}, url = {https://www.sree.org/assets/conferences/2020s/virtual/InvitedSymposiumGlobal_P2_slides.pdf}, author = {Ganimian, Alejandro and Muralidharan, Karthik and Walters, Christopher R.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FBRRXQ2A 2129771:QB3V75S7 2129771:VE37AKHE}, keywords = {⛔ No DOI found}, } @article{lucas_improving_2014, title = {Improving early-grade literacy in {East} {Africa}: {Experimental} evidence from {Kenya} and {Uganda}}, volume = {33}, url = {https://doi.org/10.1002/pam.21782.}, doi = {10.1002/pam.21782}, number = {4}, journal = {Journal of Policy Analysis and Management}, author = {Lucas, A.M. and McEwan, P.J. and Ngware, M. and Oketch, M.}, year = {2014}, pages = {950--976}, } @article{ganimian_improving_2016, title = {Improving education in developing countries: {Lessons} from rigorous impact evaluations}, volume = {86}, url = {https://doi.org/10.3102/0034654315627499.}, doi = {10.3102/0034654315627499}, number = {3}, journal = {Review of Educational Research}, author = {Ganimian, A.J. and Murnane, R.J.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3JVM72SL 2129771:HPLBUZR7}, pages = {719--755}, } @article{kremer_improving_2009, title = {Improving education in the developing world: {What} have we learned from randomized evaluations?}, volume = {1}, doi = {10.1146/annurev.economics.050708.143323}, number = {1}, journal = {Annual Review of Economics}, author = {Kremer, M. and Holla, A.}, year = {2009}, pages = {513--542}, } @article{mawoyo_improving_2020, title = {Improving {Education} {Outcomes} in {Low}- and {Middle}-{Income} {Countries}: {Outcomes}-{Based} {Contracting} and {Early} {Grade} {Literacy}}, volume = {7}, copyright = {Copyright (c) 2020 Monica Mawoyo, Zaahedah Vally}, issn = {2311-1550}, shorttitle = {Improving {Education} {Outcomes} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://jl4d.org/index.php/ejl4d/article/view/468}, abstract = {Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49\% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Mawoyo, Monica and Vally, Zaahedah}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:JWGN3MRW}, keywords = {early grade literacy, education outcomes, outcomes-based contracting, ⛔ No DOI found}, pages = {334--348}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}}, doi = {10.1007/s10639-017-9588-z}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 4804264:QICLG2CE}, keywords = {Final\_citation, cited, existing}, pages = {113--127}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2129771:FUJHTZ2D 2405685:6WP3TDP7 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H 4556019:7XRZPBHX}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @article{pradhan_improving_2014, title = {Improving {Educational} {Quality} {Through} {Enhancing} {Community} {Participation}: {Results} {From} a {Randomized} {Field} {Experiment} in {Indonesia}.}, url = {https://openknowledge.worldbank.org/handle/10986/3559}, doi = {10.1257/app.6.2.105}, journal = {American Economic Journal: Applied Economics}, author = {Pradhan, Menno and Suryadarma, Daniel and Beatty, Amanda and Wong, Maisy and Gaduh, Arya and Alisjahbana, Armida and Artha, Rima Prama}, year = {2014}, pages = {105--126}, } @techreport{world_bank_improving_2005, title = {Improving {Educational} {Quality} through {Interactive} {Radio} {Instruction}}, language = {EN}, author = {World Bank}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZSGQ7FKV 2339240:P8RFXRRD}, } @article{jamison_improving_1981, title = {Improving {Elementary} {Mathematics} {Education} in {Nicaragua}: {An} {Experimental} {Study} of the {Impact} of {Textbooks} and {Radio} on {Achievement}.}, doi = {10.1037/0022-0663.73.4.556}, journal = {Journal of Educational Psychology}, author = {Jamison, Dean T. and Searle, Barbara and Galda, Klaus and Heyneman, Stephen P.}, year = {1981}, } @misc{orozco-olvera_improving_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Improving {Enrollment} and {Learning} {Through} {Videos} and {Mobiles}: {Experimental} {Evidence} from {Northern} {Nigeria}}, shorttitle = {Improving {Enrollment} and {Learning} {Through} {Videos} and {Mobiles}}, url = {https://papers.ssrn.com/abstract=4221220}, doi = {10.2139/ssrn.4221220}, abstract = {School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13\%) and early entry into the labor market (14\%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce.}, language = {en}, urldate = {2023-02-15}, author = {Orozco-Olvera, Victor and Rascon-Ramirez, Ericka G.}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4221220 4804264:933U56Q9}, keywords = {Final\_citation, aspirations, cited, disruptive technologies, early marriage, early parenthood, existing, learning, school enrollment, self-efficacy}, } @article{okolie_improving_2019, series = {Journal}, title = {Improving graduate outcomes for technical colleges in {Nigeria}}, doi = {10.1177/1038416218772189}, abstract = {© Australian Council for Educational Research 2019. This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted.}, journal = {Australian Journal of Career Development}, author = {Okolie, Ugochukwu C. and Igwe, Paul A. and Elom, Elisha N.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1038416218772189 2129771:7D56A337}, } @article{maina_improving_2018, title = {Improving {Home} {Economics} {Education}: {A} {Review} of {Factors} {Militating} {Inclusion} of {Home} {Economics} {Studies} in {Kenyan} {Secondary} {Schools}}, volume = {09}, issn = {21516200}, shorttitle = {Improving {Home} {Economics} {Education}}, url = {https://www.omicsonline.org/open-access/improving-home-economics-education-a-review-of-factors-militating-inclusion-of-home-economics-studies-in-kenyan-secondary-schools-2151-6200-1000338-99322.html}, doi = {10.4172/2151-6200.1000338}, number = {02}, urldate = {2020-02-02}, journal = {Arts and Social Sciences Journal}, author = {Maina, Robert and Kitainge, Kisilu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.4172/2151-6200.1000338 2129771:3SXRFUH6 2317526:Q7X6UZ7J}, } @article{desimone_lm_improving_2009, title = {Improving {Impact} {Studies} of {Teachers}' {Professional} {Development}: {Toward} {Better} {Conceptualizations} and {Measures}}, volume = {38}, doi = {10.3102/0013189x08331140}, number = {3}, journal = {Educational Researcher}, author = {{Desimone L.M.}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x08331140 2486141:TMAWFXF3}, pages = {181--199}, } @article{desimone_improving_2009, title = {Improving impact studies of teachers’ professional development: {Toward} better conceptualizations and measures}, volume = {38}, shorttitle = {Improving impact studies of teachers’ professional development}, url = {https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf}, doi = {10.3102/0013189X08331140}, number = {3}, journal = {Educational Researcher}, author = {Desimone, L.M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2129771:9VLD4ENX 2129771:G668AIEG 2405685:ERA79A94 2534378:7B6KIFA3}, keywords = {\_\_\_duplicate\_item}, pages = {181--199}, } @misc{j-pal_improving_2013, title = {Improving learning by increasing motivation, targeting instruction, and addressing school governance}, url = {https://www.povertyactionlab.org/policy-insight/improving-learning-increasing-motivation-targeting-instruction-and-addressing-school}, author = {{J-PAL}}, year = {2013}, note = {Collection Title: J-PAL}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, } @article{mcewan_improving_2015, title = {Improving {Learning} in {Primary} {Schools} of {Developing} {Countries}: {A} {Meta}-{Analysis} of {Randomized} {Experiments}}, volume = {85}, copyright = {© 2014 AERA}, issn = {0034-6543}, shorttitle = {Improving {Learning} in {Primary} {Schools} of {Developing} {Countries}}, url = {https://doi.org/10.3102/0034654314553127}, doi = {10.3102/0034654314553127}, abstract = {I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.}, language = {en}, number = {3}, urldate = {2020-07-19}, journal = {Review of Educational Research}, author = {McEwan, Patrick J.}, month = sep, year = {2015}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314553127 10/gffcft 2129771:2L42HUDV 2129771:7ADMASJK 2129771:7KAW9WNF 2129771:8IGI2G66 2129771:S34LRTUV 2129771:TJHY7YFI 2339240:4CYWD7HQ 2339240:5TEM84GR 2405685:4MDDDTT3 2405685:JJTJ9ZU4 2405685:LVFMRKVH 2405685:LX62SZBQ 2405685:R3FHIKE5 2405685:RXJPQTEE 2486141:GBQLSM6B 2534378:GY58MBF5}, keywords = {\_Source:Intuitive}, pages = {353--394}, } @techreport{hasler_improving_2022, type = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}: {Temperature}, {Lighting}, and {Sound} {Quality} – {Inception} report}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/44YQ4VEG}, language = {en}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Villavicencio Peralta, Xuzel Ana and Macharia, Grace and Toyinbo, Oluyemi and Nambatya, Mauricia and Mtebe, Joel and Schaffer, Jens and Wargocki, Pawel and Adam, Taskeen}, month = dec, year = {2022}, doi = {10.53832/opendeved.0286}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0286 2129771:44YQ4VEG 2129771:GSFGV6IU}, keywords = {Author:OpenDevEd, \_publish, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{pattni_improving_2023, type = {Conference paper ({UKFIET}, {Oxford}, {UK}) - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Improving learning through classroom experience in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ICBNFIUW}, abstract = {This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development \& Education, as well as FCDO.}, language = {en}, number = {8}, institution = {Laterite, Fab Inc, Open Development \& Education}, author = {Pattni, Ravina and Villavicencio Peralta, Xuzel and Toyinbo, Oluyemi and Proctor, Jamie and Forbes, Catriona and Atherton, Paul and Haßler, Björn}, month = sep, year = {2023}, doi = {10.53832/opendeved.1025}, note = {ZenodoArchiveID: 10044115 ZenodoArchiveConcept: 10044114 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1025 2129771:ICBNFIUW 2129771:JNMJ2AAW 2129771:U5GXRKUD}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{banerji_improving_2016, title = {Improving literacy and math instruction at scale in {India}’s primary schools: {The} case of {Pratham}’s {Read} {India} program}, volume = {17}, shorttitle = {Improving literacy and math instruction at scale in {India}’s primary schools}, doi = {10.1007/s10833-016-9285-5}, abstract = {Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.}, journal = {Journal of Educational Change}, author = {Banerji, Rukmini and Chavan, Madhav}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2129771:UTQP8DFG}, } @article{jukes_improving_2017, title = {Improving literacy instruction in {Kenya} through teacher professional development and text messages support: {A} cluster randomized trial}, volume = {10}, issn = {1934-5747, 1934-5739}, shorttitle = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}}, url = {https://doi.org/10.1080/19345747.2016.1221487.}, doi = {10.1080/19345747.2016.1221487}, abstract = {We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3\% to 2.1\%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.}, language = {en}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, M.C.H. and Turner, E.L. and Dubeck, M.M. and Halliday, K.E. and Inyega, H.N. and Wolf, S. and Brooker, S.J.}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2129771:H8IPEMSP 2339240:WQWT3F9T 2405685:KF3AT824 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT}, keywords = {Africa, Classroom Observation Techniques, Dropout Rate, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Effect Size, Elementary Education, Elementary School Students, Elementary School Teachers, Faculty Development, Foreign Countries, Grade 1, Grade 2, Handheld Devices, Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs, Intelligence Tests, Intervention, Interviews, Kenya, Literacy Education, Maximum Likelihood Statistics, Pretests Posttests, Primary Education, Program Effectiveness, Promising Interventions Are Great, but Are They Enough?, Questionnaires, RCT, Randomized Controlled Trials, Raven Progressive Matrices, Rural Schools, Statistical Analysis, Teacher Improvement, Teaching Methods, Telecommunications, What We Are Learning About Early Education in Sub-Saharan Africa, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096051, \_\_\_working\_potential\_duplicate, \_\_finaldtb, early grade reading, literacy instruction}, pages = {449--481}, } @article{jukes_improving_2017, title = {Improving literacy instruction in {Kenya} through teacher professional development and text messages support: a cluster randomized trial}, volume = {10}, shorttitle = {Improving literacy instruction in {Kenya} through teacher professional development and text messages support}, doi = {10.1080/19345747.2016.1221487}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, Matthew CH and Turner, Elizabeth L. and Dubeck, Margaret M. and Halliday, Katherine E. and Inyega, Hellen N. and Wolf, Sharon and Zuilkowski, Stephanie Simmons and Brooker, Simon J.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 4804264:8E5JQ9XX}, keywords = {Final\_citation, cited, existing}, } @misc{aslam_improving_2022, type = {chapter}, title = {Improving {Literacy} {Outcomes} for {Disadvantaged} {Girls} {Through} {Empowerment}: {The} {Case} of {Siyani} {Sahelian} {Programme} in {Pakistan}}, copyright = {Access limited to members}, shorttitle = {Improving {Literacy} {Outcomes} for {Disadvantaged} {Girls} {Through} {Empowerment}}, url = {https://www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/286973}, abstract = {Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...}, language = {en}, urldate = {2023-01-07}, journal = {Poverty Impacts on Literacy Education}, author = {Aslam, Monazza and Cashman, Laura and Hamid, Moaaz and Rawal, Shenila and Jamil, Baela Raza and Sabates, Ricardo and Saeed, Saba}, year = {2022}, doi = {10.4018/978-1-7998-8730-0.ch008}, note = {ISBN: 9781799887300 Pages: 149-164 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-7998-8730-0.ch008 2129771:XLPT2QR3}, } @misc{castellanos_improving_2021, title = {Improving machine learning performance using conceptual modeling}, language = {en}, author = {Castellanos, A. and Castillo, A. and Tremblay, M.C.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8GAGJ9AN 2486141:TIA34BZE}, } @techreport{henderson_improving_2017, title = {Improving {Mathematics} in {Key} {Stages} 2 and 3}, url = {https://educationendowmentfoundation.org.uk/tools/guidance-reports/maths-ks-2-3}, abstract = {Eight recommendations to improve outcomes in maths for 7-14 year olds}, language = {en}, urldate = {2020-04-28}, author = {Henderson, P and Hodgen, J and Foster, C and Kuchemann, D}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:9839Q568}, } @book{attfield_improving_2002, address = {International Institute for Educational Planning}, title = {Improving micro-planningin education througha {Geographical} {Information} {SystemStudies} on {Ethiopia} and {Palestine}}, author = {Attfield, Ian and Tamiru, Mathewos and Parolin, Bruno and De Grauwe, Anton}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ALELB33F}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Cambodia KHM, \_C:Chile CHL, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Iceland ISL, \_C:India IND, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Norway NOR, \_C:South Africa ZAF, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tunisia TUN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{chamout_improving_2020, type = {{PhD} {Thesis}}, title = {Improving {Motivation} in {Arabic} {Language} {Arts} {Classrooms} {Through} {Technology} {Integration}}, school = {Walden University}, author = {Chamout, Rima}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WRYY9UFL}, keywords = {\_C:Algeria DZA, \_C:China CHN, \_C:Croatia HRV, \_C:France FRA, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kurdistan XKRDN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: {Evidence} from a randomised controlled trial in {Kenya}}, url = {https://doi.org/10.1080/19439342.2016.1149502.}, doi = {10.1080/19439342.2016.1149502}, journal = {Journal of Development Effectiveness}, author = {Piper, B. and Ralaingita, W. and Akach, L. and King, S.}, year = {2016}, } @article{piper_improving_2014, title = {Improving reading outcomes in {Kenya}: {First}-year effects of the {PRIMR} {Initiative}}, volume = {37}, issn = {0738-0593}, shorttitle = {Improving reading outcomes in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314000145}, doi = {10.1016/j.ijedudev.2014.02.006}, abstract = {While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes.}, urldate = {2015-03-17}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Mugenda, Abel}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.02.006 2129771:UT32KIFR 2129771:XJR35PXI 2486141:SZ32YYXD}, keywords = {AWP2, Bilingual education, CitedIn:AKFC, International education, Kenya, Literacy, PRIMR, Reading, heterogeneity}, pages = {11--21}, } @article{fitzpatrick_improving_2022, title = {Improving {Resilience}, {Adaptation} and {Mitigation} to {Cimate} {Change} {Through} {Education} in {Low}- and {Lower}-middle {Income} {Countries}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17607}, doi = {10.19088/K4D.2022.083}, abstract = {Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell \& Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachael and West, Helen}, month = mar, year = {2022}, note = {Accepted: 2022-08-22T10:47:53Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.083 2129771:M82NIZUH 4869029:CYEDSCWA}, } @misc{noauthor_improving_2022, title = {Improving {Results} {In} {Secondary} {Education} ({IRISE}) - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/irise/, https://opendeved.net/programmes/irise/}, abstract = {The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”.}, language = {en-GB}, urldate = {2024-01-06}, month = nov, year = {2022}, } @misc{noauthor_improving_nodate, title = {Improving {School} {Performance} through {School} {Ranking}: {The} {Double}-{Edged} {Sword} of {Accountability} {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/blog/improving_school_performance_TZ}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J3D9AI8U}, } @article{idris_improving_2019, title = {Improving {School} {Work} in {Challenging} {Context}: {Practitioners}’ {Views} following a {Participatory} {Action} {Research} {Project} from {Eritrea}}, volume = {3}, shorttitle = {Improving {School} {Work} in {Challenging} {Context}}, doi = {10.7577/njcie.3039}, number = {2}, journal = {Nordic Journal of Comparative and International Education (NJCIE)}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7577/njcie.3039 2129771:JFFXBPYK 2129771:URC8U36C}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--90}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}}, language = {en}, number = {3}, institution = {University of Bristol}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X5Z7RU4N 2405685:CLHEDE9L}, keywords = {C:sub-Saharan Africa, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo, Republic COG, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Ivory Coast CIV, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}: {Framing} the {Issues}}, url = {https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/improving-secondary-school-teacher-quality-in-sub-saharan-africa.pdf}, institution = {Bristol Working Papers in Education}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:456C4HCM 2129771:FMU4VYD8 2267029:YW5KCIGF 2292089:TA37T5J4 2292089:VWBJ9H2A}, keywords = {Cited, RRQ1:High, ⛔ No DOI found}, } @article{philipsen_improving_2019, title = {Improving teacher professional development for online and blended learning: a systematic meta-aggregative review}, volume = {67}, issn = {1556-6501}, shorttitle = {Improving teacher professional development for online and blended learning}, url = {https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review}, doi = {10.1007/s11423-019-09645-8}, abstract = {In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.}, language = {en}, number = {5}, urldate = {2021-05-28}, journal = {Educational Technology Research and Development}, author = {Philipsen, Brent and Tondeur, Jo and Pareja Roblin, Natalie and Vanslambrouck, Silke and Zhu, Chang}, month = oct, year = {2019}, note = {Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5}, pages = {1145--1174}, } @incollection{castillo_improving_2022, address = {Cambridge, UK}, series = {Learning at the {Bottom} of the {Pyramid}}, title = {Improving the {Impact} of {Educational} {Technologies} on {Learning} {Within} {Low}-{Income} {Contexts}}, isbn = {978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8}, url = {https://doi.org/10.11647/OBP.0256}, language = {English}, number = {2}, urldate = {2022-03-02}, booktitle = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-income {Countries}}, publisher = {Open Book Publishers}, author = {Castillo, Nathan and Adam, Taskeen and Haßler, Björn}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NI5R2XAN 2129771:UEHRQHHH 2339240:9KYUHTMU 2405685:QVX4XRJF 2486141:DIQK58J6}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{cilliers_improving_2020, title = {Improving the teaching of {English} as a first additional language in {South} {Africa}.}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, urldate = {2020-07-20}, publisher = {American Economic Association}, author = {Cilliers, Jacobus and Fleisch, Brahm and Kotze, Janeli and Mohohlwane, Nompumelelo and Taylor, Stephen and Thulare, Tshegofatso}, month = jul, year = {2020}, note = {Trial registration: 10.1257/rct.5148-1.0 KerkoCite.ItemAlsoKnownAs: 2129771:8M4KYKZ8 2486141:VVJ6LX89}, keywords = {C:South Africa, \_\_C:filed:1}, } @techreport{better_purpose_improving_2022, title = {Improving the teaching of {FLN}: {Insights} from behavioral sciences}, url = {https://www.betterpurpose.co/_files/ugd/6a0d81_805e1c6a19a14f8fbdfb7482308ae3b7.pdf}, abstract = {The Bill \& Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.}, urldate = {2022-09-28}, author = {{Better purpose}}, year = {2022}, keywords = {education}, } @article{li_time_2020, title = {In a time of {COVID}-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of {HRDI}}, volume = {23}, issn = {1367-8868}, shorttitle = {In a time of {COVID}-19 pandemic, stay healthy, connected, productive, and learning}, url = {https://doi.org/10.1080/13678868.2020.1752493}, doi = {10.1080/13678868.2020.1752493}, number = {3}, urldate = {2020-08-12}, journal = {Human Resource Development International}, author = {Li, Jessica and Ghosh, Rajashi and Nachmias, Stefanos}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13678868.2020.1752493 KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2020.1752493 2129771:J2FXNHAT}, keywords = {\_\_C:filed:1}, pages = {199--207}, } @misc{bruns_bringing_2018, title = {In {Bringing} a {Literacy} {Project} to {Scale}, has {Kenya} {Found} a {Holy} {Grail}?}, url = {https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail}, abstract = {An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.}, language = {en}, urldate = {2020-08-12}, journal = {Center For Global Development}, author = {Bruns, Barbara}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIKWZG8S 2405685:IUEBJUAM 2129771:2D7IEEZ6}, keywords = {\_yl:b}, } @techreport{noauthor_preparation_nodate, title = {In preparation}, } @article{impedovo_-service_2016, title = {In-service {Teachers}' {Sense} of {Agency} after {Participation} in a {Research} {Master} {Course}}, volume = {5}, doi = {10.17583/ijep.2016.2206}, number = {3}, journal = {International Journal of Educational Psychology}, author = {Impedovo, Maria Antonietta}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.17583/ijep.2016.2206 10/gf62g5 2129771:H96HX3B7}, keywords = {\_\_C:filed:1}, pages = {281}, } @article{onderi_-service_2008, title = {In-{Service} {Training} {Needs} in an {African} {Context}: {A} {Study} of {Headteacher} and {Teacher} {Perspectives} in the {Gucha} {District} of {Kenya}}, doi = {10.1080/13674580801950832}, abstract = {Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)}, language = {en}, journal = {Journal of in‐service education}, author = {Onderi, Henry and Croll, Paul}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13674580801950832 10/d94hch 2129771:64AUDAL8 2317526:RYK8LPLC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing country, F:achievement, F:attitude, F:curriculum, F:teaching, P:measurement, P:services, P:teacher education, P:teachers, T:TVET, T:work-based learning, Z:Academic Achievement, Z:Administrator Attitudes, Z:Educational Innovation, Z:Educational Needs, Z:Faculty Development, Z:Foreign Countries, Z:Inservice Teacher Education, Z:Principals, Z:Secondary School Teachers, Z:Secondary Schools, Z:Teacher Attitudes, Z:Teacher Influence, Z:Vocational Education, publicImportV1}, } @misc{noauthor_inauguration_nodate, title = {Inauguration of {Sector} {Skills} {Bodies} and subsequent {Study} {Tour} to {India} {\textbar} {Ghana} skills {Development}}, url = {http://www.ghanaskills.org/node/159}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G2G4USW5}, } @article{kremer_incentives_2009, title = {Incentives to {Learn}.}, volume = {3}, url = {https://www.nber.org/papers/w10971}, doi = {10.1162/rest.91.3.437}, journal = {The Review of Economics and Statistics 91}, author = {Kremer, Michael and Miguel, Edward and Thornton, Rebecca}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUGN8X3F 2129771:N3FECLPB}, pages = {437--456}, } @article{duflo_incentives_2012, title = {Incentives {Work}: {Getting} {Teachers} to {Come} to {School}.}, volume = {102}, url = {https://www.aeaweb.org/articles}, doi = {10.1257/aer.102.4.1241}, journal = {American Economic Review}, author = {Duflo, Esther and Hanna, Rema and Ryan, Stephen P.}, year = {2012}, pages = {1241--78}, } @techreport{falisse_incentivizing_2019, title = {Incentivizing {Textbooks} for {Self}-{Study}: {Experimental} {Evidence} from the {Democratic} {Republic} of {Congo}}, shorttitle = {Incentivizing {Textbooks} for {Self}-{Study}}, url = {https://novafrica.org/wp-content/uploads/2019/05/textbook-paper-May-19-2019-final-Lisbon-draft-clean.pdf}, abstract = {We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class.}, urldate = {2022-04-18}, author = {Falisse, Jean-Benoit and Huysentruyt, Marieke and Olofsgård, Anders}, month = may, year = {2019}, note = {Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 2129771:LKY4CXZH 2129771:NCVMW3RC 2129771:NGPXC4TF}, keywords = {AOM Annual Meeting Proceedings 2020}, } @article{falisse_incentivizing_2020, title = {Incentivizing {Textbooks} for {Self}-{Study}: {Experimental} {Evidence} from the {Democratic} {Republic} of {Congo}}, volume = {2020}, issn = {0065-0668}, shorttitle = {Incentivizing {Textbooks} for {Self}-{Study}}, url = {https://journals.aom.org/doi/10.5465/AMBPP.2020.19578abstract}, doi = {10.5465/AMBPP.2020.19578abstract}, abstract = {We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.}, number = {1}, urldate = {2022-04-18}, journal = {Academy of Management Proceedings}, author = {Falisse, Jean-Benoit and Huysentruyt, Marieke and Olofsgård, Anders}, month = aug, year = {2020}, note = {Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 10.5465/AMBPP.2020.19578abstract 2129771:LKY4CXZH 2129771:NGPXC4TF}, keywords = {AOM Annual Meeting Proceedings 2020}, pages = {19578}, } @techreport{megha-bongnkar_inception_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {Inception {Report}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {1}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0207}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0207 2129771:N8NT47NN}, keywords = {Author:OpenDevEd}, } @techreport{macharia_inception_2023, title = {Inception {Report} - {Digital} {Literacy} ({Smart} {Africa})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/JI4TEPQG}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Macharia,, Grace and Haßler, Björn and Martin,, Anna and Omboto,, Charles}, year = {2023}, doi = {10.53832/opendeved.1015}, note = {ZenodoArchiveID: 8392536 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1015 ZenodoArchiveConcept: 8392535}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{world_bank_incidence_2020, title = {Incidence of {HIV}, all (per 1,000 uninfected population) - {Sierra} {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990}, urldate = {2022-01-10}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 4556019:CI8YJ5UC}, } @misc{world_bank_incidence_2018, title = {Incidence of malaria (per 1,000 population at risk) - {Sierra} {Leone}, {Sub}-{Saharan} {Africa} (excluding high income) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF}, urldate = {2022-01-10}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 4556019:XR5GKQEB}, } @misc{noauthor_inclusion_nodate, title = {Inclusion}, url = {https://inee.org/covid-19/resources/inclusion}, urldate = {2020-08-18}, journal = {Inter-agency Network for Education in Emergencies}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6GGEZIXM}, } @inproceedings{jahan_inclusion_2020, address = {Seattle, WA, USA}, title = {Inclusion and {Independence}: {The} impact of {Mobile} {Technology} on the {Lives} of {Persons} with {Disabilities} in {Kenya} and {Bangladesh}}, isbn = {978-1-72817-388-7}, shorttitle = {Inclusion and {Independence}}, url = {https://ieeexplore.ieee.org/document/9342934/}, doi = {10.1109/GHTC46280.2020.9342934}, abstract = {Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.}, language = {en}, urldate = {2024-01-12}, booktitle = {2020 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, publisher = {IEEE}, author = {Jahan, Nusrat and Barbareschi, Giulia and Jan, Clara Aranda and Mutuku, Charles Musungu and Rahman, Naemur and Austin, Victoria and Holloway, Catherine}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC46280.2020.9342934 2129771:II9GQAQR 5242966:ZXL6HN5K}, pages = {1--8}, } @phdthesis{walker_inclusion_2020, type = {{PhD} {Thesis}}, title = {Inclusion in {Practice}: {An} explanatory study of how patterns of classroom discourse shape processes of educational inclusion in {Tanzanian} secondary school classrooms}, shorttitle = {Inclusion in {Practice}}, school = {University of Cambridge}, author = {Walker, Lisa Beth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MK7VDX9J 2129771:PHE2UR36}, keywords = {\_C:Albania ALB, \_C:Australia AUS, \_C:Austria AUT, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Germany DEU, \_C:India IND, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Peru PER, \_C:Russian Federation RUS, \_C:Seychelles SYC, \_C:South Africa ZAF, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mzuza_inclusion_2020, title = {Inclusion of {GIS} in student teacher training and its significance in higher education in southern {African} countries}, volume = {29}, issn = {1038-2046}, url = {https://doi.org/10.1080/10382046.2019.1684660}, doi = {10.1080/10382046.2019.1684660}, abstract = {Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.}, number = {4}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Mzuza, Maureen Kapute and Westhuizen, Christo Van der}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2019.1684660}, keywords = {Southern Africa, \_C:Angola AGO, \_C:Botswana BWA, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:Italy ITA, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, geographical information systems (GIS), geography, motivation tool, technology}, pages = {332--346}, } @article{ojok_inclusion_2013, title = {Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in {Uganda}}, volume = {17}, issn = {1360-3116}, shorttitle = {Inclusion of pupils with intellectual disabilities}, url = {https://doi.org/10.1080/13603116.2012.728251}, doi = {10.1080/13603116.2012.728251}, abstract = {Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.}, number = {9}, urldate = {2022-04-01}, journal = {International Journal of Inclusive Education}, author = {Ojok, Patrick and Wormnæs, Siri}, month = sep, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2012.728251 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2012.728251 2129771:X9H7VD7S 2486141:9A3F2SFM}, keywords = {Uganda, attitudes, inclusive education, intellectual disabilities, teachers, willingness}, pages = {1003--1021}, } @book{groves_inclusive_2004, address = {London ; Sterling, Va}, title = {Inclusive aid: changing power and relationships in international development}, isbn = {978-1-84407-033-6 978-1-84407-032-9}, shorttitle = {Inclusive aid}, language = {en}, publisher = {Earthscan}, editor = {Groves, Leslie Christine and Hinton, Rachel Barbara}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6KBPXV9K 2129771:V8CKAFA7}, keywords = {Developing countries, Economic assistance, Poverty}, } @article{price_inclusive_2018, title = {Inclusive and {Special} {Education} {Approaches} in {Developing} {Countries}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14284}, abstract = {The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).}, language = {en}, urldate = {2022-12-18}, author = {Price, Roz}, month = aug, year = {2018}, note = {Accepted: 2019-01-17T15:07:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:5X85V38Z 4869029:IB72CUTV}, keywords = {⛔ No DOI found}, } @misc{university_of_cambridge_inclusive_2023, title = {Inclusive {Design} {Toolkit}}, url = {https://www.inclusivedesigntoolkit.com/whatis/whatis.html}, urldate = {2024-01-12}, author = {{University of Cambridge}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WQ6BY7F 5242966:ZR4Y3664}, } @article{mutepfa_inclusive_2007, title = {Inclusive {Education} in {Zimbabwe}: {Policy}, {Curriculum}, {Practice}, {Family}, and {Teacher} {Education} {Issues}}, volume = {83}, issn = {0009-4056}, shorttitle = {Inclusive {Education} in {Zimbabwe}}, url = {https://doi.org/10.1080/00094056.2007.10522947}, doi = {10.1080/00094056.2007.10522947}, number = {6}, urldate = {2021-11-10}, journal = {Childhood Education}, author = {Mutepfa, Magen M. and Mpofu, Elias and Chataika, Tsitsi}, month = sep, year = {2007}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00094056.2007.10522947 KerkoCite.ItemAlsoKnownAs: 10.1080/00094056.2007.10522947 2129771:ZV4J2RXV 4502395:Q2XENIKB}, pages = {342--346}, } @article{croft_inclusive_2020, title = {Inclusive open education: presumptions, principles, and practices}, volume = {41}, issn = {0158-7919}, shorttitle = {Inclusive open education}, url = {https://doi.org/10.1080/01587919.2020.1757410}, doi = {10.1080/01587919.2020.1757410}, abstract = {Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Croft, Benjamin and Brown, Monica}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757410}, keywords = {marginalization, open education, open educational practices, open pedagogy, social identity, social justice}, pages = {156--170}, } @article{chambers_inclusive_2015, title = {Inclusive rigour for complexity}, volume = {7}, doi = {10.1080/19439342.2015.1068356}, number = {3}, journal = {Journal of Development Effectiveness}, author = {Chambers, Robert}, year = {2015}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2015.1068356 2129771:EMUJNDIP}, pages = {327--335}, } @article{malle_inclusiveness_2016, title = {Inclusiveness in the {Vocational} {Education} {Policy} and {Legal} {Frameworks} of {Kenya} and {Tanzania}}, abstract = {This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.}, language = {en}, journal = {Journal of Education and Learning}, author = {Malle, Abebe Yehualawork}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELDA7AXH 2317526:WJTYUD3U}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Ethiopia, C:Kenya, C:Tanzania, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:disability, F:inclusion, F:policy, P:measurement, R:focus groups, R:interview, T:TVET, T:Training, T:training needs, Z:Comparative Education, Z:Disabilities, Z:Educational Legislation, Z:Educational Needs, Z:Educational Policy, Z:Focus Groups, Z:Foreign Countries, Z:Inclusion, Z:Interviews, Z:Special Education, Z:Specialists, Z:Vocational Education, publicImportV1, ⛔ No DOI found}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, pages = {1083--1098}, } @inproceedings{preciado-babb_incorporating_2012, title = {Incorporating the {iPad} in the mathematics classroom}, doi = {10.1109/educon.2012.6201195}, booktitle = {Global {Engineering} {Education} {Conference} ({EDUCON}), 2012 {IEEE}}, publisher = {IEEE}, author = {Preciado-Babb, AP}, year = {2012}, note = {00006 KerkoCite.ItemAlsoKnownAs: 10.1109/educon.2012.6201195 10/gf62hj 2129771:ZELCHDIM 257089:GDGXZ8T9}, pages = {1--5}, } @article{gakidou_increased_2010, title = {Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis}, volume = {376}, doi = {10.1016/S0140-6736(10)61257-3}, journal = {The Lancet}, author = {Gakidou, Emmanuela and Cowling, Krycia and Lozano, Rafael and Murray, Christopher J.L.}, year = {2010}, pages = {959--74}, } @article{nartker_increasing_2010, title = {Increasing health worker capacity through distance learning: a comprehensive review of programmes in {Tanzania}}, url = {https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30}, doi = {10.1186/1478-4491-8-30}, language = {en}, journal = {Human Resources for Health}, author = {Nartker, AJ and Stevens, L}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-8-30 10/cjvg5z 2129771:FM2TGKY8 2317526:2P6XH38Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:motivation, P:health, Q:distance learning, T:Training, T:career, T:continuing education, publicImportV1}, } @inproceedings{calay_increasing_1999, address = {Sheffield-Hallam University.}, title = {Increasing student involvement in their own learning}, copyright = {All rights reserved}, booktitle = {Proceedings of the {Undergraduate} {Mathematics} {Teaching} {Conference}}, author = {Calay, P. and Chambers, P. and Edwards, P. and Haßler, Björn and {C. Hill,} and P. Kahn}, year = {1999}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:HH3HHW8K}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{humphrey_independent_2019, title = {Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural {Zimbabwe}: a cluster-randomised trial}, volume = {7}, shorttitle = {Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural {Zimbabwe}}, doi = {10.1016/S2214-109X(18)30374-7}, number = {1}, journal = {The Lancet Global Health}, author = {Humphrey, Jean H. and Mbuya, Mduduzi NN and Ntozini, Robert and Moulton, Lawrence H. and Stoltzfus, Rebecca J. and Tavengwa, Naume V. and Mutasa, Kuda and Majo, Florence and Mutasa, Batsirai and Mangwadu, Goldberg}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(18)30374-7 2129771:7LPQ9KTQ 4502395:9VLE7FFI 4502395:KGKJPPX9}, pages = {e132--e147}, } @techreport{field_independent_2020, title = {Independent {Reporting} {Mechanism} ({IRM}): {Sierra} {Leone} {Design} {Report} 2019–2021}, url = {https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/}, institution = {Open Government Partnership}, author = {Field, Tracey-Lynn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FGADC62Q 2339240:8XF8TYGA 2405685:YMJMKLLJ}, keywords = {\_C:Sierra Leone SLE}, } @article{ismail_indicators_2018, title = {Indicators and {Methods} for {Assessing} {Entrepreneurship} {Training} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13788}, abstract = {Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho \& Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme.}, language = {en}, urldate = {2022-12-18}, author = {Ismail, Zenobia}, month = mar, year = {2018}, note = {Accepted: 2018-05-31T13:00:34Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:7VGTBJXI 4869029:CKBQRGLX}, keywords = {⛔ No DOI found}, } @article{mwanza_indigenisation_2021, title = {Indigenisation of the {School} {Curriculum}: {Connecting} {Classroom} and {Community} {Experiences}}, volume = {4}, shorttitle = {Indigenisation of the {School} {Curriculum}}, url = {https://vet.unza.zm/index.php/mjlsse/article/view/605}, number = {1}, urldate = {2023-11-28}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mwanza, Christine and Changwe, Robert}, year = {2021}, keywords = {⛔ No DOI found}, pages = {125--136}, } @article{funk_indigenous_2020, title = {Indigenous {Authorship} on {Open} and {Digital} {Platforms}: {Social} {Justice} {Processes} and {Potential}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Indigenous {Authorship} on {Open} and {Digital} {Platforms}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.560/}, doi = {10.5334/jime.560}, abstract = {Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Funk, Johanna and Guthadjaka, Kathy}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.560 2129771:UITDZXYA 2447227:THIEI4UQ}, keywords = {Indigenous knowledge and language, Open Education Practice, authority, authorship, digital inclusion and diversity, social justice}, pages = {6}, } @article{wang_individual_2018, title = {Individual difference in thermal comfort: {A} literature review}, volume = {138}, issn = {0360-1323}, shorttitle = {Individual difference in thermal comfort}, url = {https://www.sciencedirect.com/science/article/pii/S0360132318302518}, doi = {10.1016/j.buildenv.2018.04.040}, abstract = {Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.}, language = {en}, urldate = {2022-06-03}, journal = {Building and Environment}, author = {Wang, Zhe and de Dear, Richard and Luo, Maohui and Lin, Borong and He, Yingdong and Ghahramani, Ali and Zhu, Yingxin}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2018.04.040 2129771:JYP2UM7K}, keywords = {Comfort temperature, Individual comfort model, Individual difference, Personal comfort systems}, pages = {181--193}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {Bangladesh}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=BD}, urldate = {2020-04-10}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7IC86YR7 7IC86YR7}, } @inproceedings{schwartz_indoor_2021, title = {Indoor {Air} {Quality} and {Overheating} in {UK} {Classrooms}–an {Archetype} {Stock} {Modelling} {Approach}}, volume = {2069}, doi = {10.1088/1742-6596/2069/1/012175}, abstract = {Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.}, booktitle = {Journal of {Physics}: {Conference} {Series}}, publisher = {IOP Publishing}, author = {Schwartz, Y. and Korolija, I. and Symonds, P. and Godoy-Shimizu, D. and Dong, J. and Hong, S. M. and Mavrogianni, A. and Grassie, D. and Mumovic, D.}, year = {2021}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/2069/1/012175 2129771:MKP2LJW2 4682641:MIIGV4GG}, keywords = {BE:RELEVANT}, pages = {012175}, } @article{dugaria_indoor_2021, title = {Indoor {Conditions} in {Educational} {Buildings}: the {Case} of {Bolzano} {Schools}}, shorttitle = {Indoor {Conditions} in {Educational} {Buildings}}, author = {Dugaria, S. and Pernigotto, G. and Gasparella, A.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ATN2CWVY 4682641:EVVGIVLW 4682641:VNW4QECN}, keywords = {BE:RELEVANT, ⛔ No DOI found}, } @book{ali_indoor_2021, address = {Kano}, title = {Indoor {Environmental} {Quality} ({IEQ}) in {Hot}-{Dry} {Regions} of {Sub}-{Saharan} {Africa}}, language = {en}, publisher = {BUK Press}, author = {Ali, S.M.}, year = {2021}, } @article{vilcekova_indoor_2017, title = {Indoor environmental quality of classrooms and occupants' comfort in a special education school in {Slovak} {Republic}}, volume = {120}, doi = {10.1016/j.buildenv.2017.05.001}, journal = {Building and Environment}, author = {Vilcekova, Silvia and Meciarova, Ludmila and Burdova, Eva Kridlova and Katunska, Jana and Kosicanova, Danica and Doroudiani, Saeed}, year = {2017}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2017.05.001 2129771:5ICCD2MR 4682641:FGCI6Q7C}, keywords = {BE:RELEVANT}, pages = {29--40}, } @phdthesis{toyinbo_indoor_2017, type = {{PhD} {Thesis}}, title = {Indoor environmental quality, pupils' health and academic performance}, abstract = {Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times.}, school = {Itä-Suomen yliopisto}, author = {Toyinbo, Oluyemi Olagoke}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CMLU88AK 4682641:VKPFB4BX}, keywords = {BE:LMIC, BE:RELEVANT}, } @article{tham_indoor_2020, title = {Indoor temperature and health: a global systematic review}, volume = {179}, shorttitle = {Indoor temperature and health}, doi = {10.1016/j.puhe.2019.09.005}, journal = {Public Health}, author = {Tham, S. and Thompson, R. and Landeg, O. and Murray, K. A. and Waite, Thomas}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.puhe.2019.09.005 2129771:F8XATYS6 4682641:HRENV5V9}, keywords = {BE:RELEVANT}, pages = {9--17}, } @article{wright_indoor_2017, title = {Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern {South} {Africa} and the related potential risks to human health and wellbeing}, volume = {14}, doi = {10.3390/ijerph14010043}, number = {1}, journal = {International journal of environmental research and public health}, author = {Wright, Caradee Y. and Street, Renée A. and Cele, Nokulunga and Kunene, Zamantimande and Balakrishna, Yusentha and Albers, Patricia N. and Mathee, Angela}, year = {2017}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph14010043 2129771:JV24I2ME 4682641:PD7CA6SY}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {43}, } @inproceedings{ayarkwa_industrial_2011, title = {Industrial training in {Ghana}: perceptions of the undergraduate construction student}, url = {http://dspace.knust.edu.gh/handle/123456789/10925}, abstract = {The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.}, language = {en}, author = {Ayarkwa, J and Adinyira, E and Agyekum, K}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2GWSGUHU 2317526:QC26FE86}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:construction, P:environment, Q:educational technology, T:TVET, T:Training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @misc{noauthor_inee_2017, title = {{INEE} {Guidance} {Notes} on {Teacher} {Compensation} in {Fragile} {States}, {Situations} of {Displacement} and {Post}-{Crisis} {Recovery}}, url = {https://resourcecentre.savethechildren.net/library/inee-guidance-notes-teacher-compensation-fragile-states-situations-displacement-and-post-0}, abstract = {This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.}, language = {en}, urldate = {2021-02-11}, journal = {Resource Centre}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UK2B7NIC}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_inee_2009, title = {{INEE} {Guidance} {Notes} on {Teacher} {Compensation} in {Fragile} {States}, {Situations} of {Displacement} and {Post}-{Crisis} {Recovery}}, url = {https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf}, abstract = {This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.}, language = {en}, urldate = {2021-02-11}, author = {{Inter-Agency Network for Education in Emergencies (INEE)}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FNXLM6HF}, keywords = {\_\_C:filed:1}, } @misc{mcnatt_inee_guidance_note_on_psychosocial_support_eng_v2pdf_nodate, title = {{INEE}\_Guidance\_Note\_on\_Psychosocial\_Support\_ENG\_v2.pdf}, url = {https://inee.org/system/files/resources/INEE_Guidance_Note_on_Psychosocial_Support_ENG_v2.pdf}, urldate = {2020-08-20}, author = {McNatt, Zaihra}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E6UESCZ5}, } @article{bayrakdar_inequalities_nodate, title = {Inequalities in home learning and schools’ provision of distance teaching during school closure of {COVID}-19 lockdown in the {UK}}, abstract = {Parents and schools were caught unprepared during the COVID-19 school closure. Since schools have a key role in creating equal opportunities, transferring schooling to families is likely to increase learning inequalities. Using the Understandings Society COVID-19 dataset, we find children who received free school meals, children from lower-educated and singleparent families and children with Pakistani or Bangladeshi backgrounds devote significantly less time to schoolwork at home. Schools’ provisions of offline and online distance teaching and homework checking significantly increase the time children spend on home learning and mitigate most of the disadvantages.}, language = {en}, author = {Bayrakdar, Sait and Guveli, Ayse}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7VTZYR6S 2129771:EBDZIJCS}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {38}, } @article{schultz_inequitable_2014, title = {Inequitable {Dispersion}: {Mapping} the {Distribution} of {Highly} {Qualified} {Teachers} in {St}. {Louis} {Metropolitan} {Elementary} {Schools}}, volume = {22}, issn = {EISSN-1068 2341}, shorttitle = {Inequitable {Dispersion}}, url = {https://eric.ed.gov/?id=EJ1050052}, abstract = {The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, \& Vidgor, 2005, 2006; Hill \& Lubienski, 2007; Lankford, Loeb, \& Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.}, language = {en}, number = {90}, urldate = {2021-03-07}, journal = {Education Policy Analysis Archives}, author = {Schultz, Lyndsie Marie}, month = sep, year = {2014}, note = {Publisher: Colleges of Education at Arizona State University and the University of South Florida}, keywords = {Educational Legislation, Elementary School Teachers, Elementary Schools, Federal Legislation, Lebanon\_event\_2021, Minority Group Students, Poverty, Predictor Variables, Socioeconomic Status, Teacher Certification, Teacher Effectiveness, Teacher Qualifications, Urban Education, Urban Schools, \_C:Argentina ARG, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:India IND, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:United States USA, \_C:Venezuela VEN, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{boix-vilella_influence_2021, title = {Influence of {Air} {Temperature} on {School} {Teachers}’ {Mood} and the {Perception} of {Students}’ {Behavior}}, volume = {13}, doi = {10.3390/su13179707}, number = {17}, journal = {Sustainability}, author = {Boix-Vilella, Salvador and Saiz-Clar, Elena and León-Zarceño, Eva and Serrano, Miguel Angel}, year = {2021}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13179707 2129771:4PNX97S6 4682641:95GTJTGG}, keywords = {BE:RELEVANT}, pages = {9707}, } @article{abba_influence_2020, title = {Influence of {Different} {Roof} {Design} {Parameters} on {Classrooms}’ {Thermal} {Performance} in {Tropical} {Savannah} {Climate} of {Nigeria}}, volume = {12}, journal = {Journal of Xi'an University of Architecture \& Technology}, author = {Abba, Habu Yusuf and Bint Abdul-Majid, Roshida and Ahmed, Muhammad Hamdan and Said, El-Nafaty Abbas}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C26A8GBA 4682641:29MGH7TW}, keywords = {BE:LMIC, BE:RELEVANT, ⛔ No DOI found}, pages = {4838--4846}, } @article{adedoja_influence_2016, title = {Influence of {Mobile} {Learning} {Training} on {Pre}-{Service} {Social} {Studies} {Teachers}' {Technology} and {Mobile} {Phone} {Self}-{Efficacies}}, volume = {7}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1089740.pdf}, abstract = {Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.}, language = {en}, number = {2}, journal = {Journal of Education and Practice}, author = {Adedoja, Gloria and Oluwadara, Abimbade}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Age Differences, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, F:attitude, F:learning, F:pedagogy, Foreign Countries, Higher Education, Instructional Effectiveness, Likert Scales, Nigeria, P:electro, P:services, P:social, P:teachers, P:technology, Postsecondary Education, Predictor Variables, Preservice Teachers, Pretests Posttests, Q:mobile learning, Questionnaires, R:questionnaire, Self Efficacy, Social Studies, Student Teacher Attitudes, T:Training, Technological Literacy, Technology Education, Z:Age Differences, Z:Electronic Learning, Z:Foreign Countries, Z:Instructional Effectiveness, Z:Likert Scales, Z:Predictor Variables, Z:Preservice Teachers, Z:Pretests Posttests, Z:Questionnaires, Z:Self Efficacy, Z:Social Studies, Z:Student Teacher Attitudes, Z:Technological Literacy, Z:Technology Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096188, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, publicImportV1, ⛔ No DOI found}, pages = {74--79}, } @article{perez-carraminana_influence_2024, title = {Influence of {Sun} {Shading} {Devices} on {Energy} {Efficiency}, {Thermal} {Comfort} and {Lighting} {Comfort} in a {Warm} {Semi}-{Arid} {Dry} {Mediterranean} {Climate}}, volume = {14}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2075-5309}, url = {https://www.mdpi.com/2075-5309/14/2/556}, doi = {10.3390/buildings14020556}, abstract = {The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25\%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60\%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings.}, language = {en}, number = {2}, urldate = {2024-03-14}, journal = {Buildings}, author = {Pérez-Carramiñana, Carlos and González-Avilés, Ángel Benigno and Castilla, Nuria and Galiano-Garrigós, Antonio}, month = feb, year = {2024}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/buildings14020556 2129771:ZDWLXN25 2486141:V7W7QEDW}, keywords = {energy efficiency, indoor lighting comfort, sun shading devices, thermal comfort, warm semi-arid dry Mediterranean climate}, pages = {556}, } @article{hughes_influence_1999, title = {Influence of the teacher-student relationship in childhood conduct problems: {A} prospective study}, volume = {28}, issn = {0047-228X}, shorttitle = {Influence of the teacher-student relationship in childhood conduct problems}, url = {https://doi.org/10.1207/s15374424jccp2802_5}, doi = {10.1207/s15374424jccp2802_5}, abstract = {Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.}, number = {2}, urldate = {2022-04-01}, journal = {Journal of Clinical Child Psychology}, author = {Hughes, Jan N. and Cavell, Timothy A.}, month = jun, year = {1999}, pmid = {10353077}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1207/s15374424jccp2802\_5 KerkoCite.ItemAlsoKnownAs: 10.1207/s15374424jccp2802\_5 2129771:T4NTFC8C 2486141:8ZC2JFWT}, pages = {173--184}, } @article{kimaiyo_influence_2016, title = {Influence of {Trainee} {Teacher} {Philosophy} about {Teaching} and {Learning} on {Integration} of {Computer} {Technology} into {Future} {Teaching} {Practices}}, volume = {4}, abstract = {The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.}, language = {en}, journal = {American Journal of Applied Psychology}, author = {Kimaiyo, Lilian C and Kitainge, Kisilu M and Too, Jackson}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2DYWF7GH 2317526:TL235JNS}, keywords = {⛔ No DOI found}, } @article{luo_influences_2022, title = {Influences of shadow education on the ecology of education – {A} review of the literature}, volume = {36}, issn = {1747-938X}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X22000197}, doi = {10.1016/j.edurev.2022.100450}, abstract = {Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.}, language = {en}, urldate = {2022-04-05}, journal = {Educational Research Review}, author = {Luo, Jiahui and Chan, Cecilia Ka Yuk}, month = jun, year = {2022}, keywords = {Influence, Private tutoring, Supplementary education, Tutor, shadow Education}, pages = {100450}, } @article{torres_influencing_2017, title = {Influencing appraisals of emotional valence with spatial touchscreen interactions: {An} embodied approach to {Positive} {Technology}}, shorttitle = {Influencing appraisals of emotional valence with spatial touchscreen interactions}, author = {Torres, Sergio Cervera}, year = {2017}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:GB82VEJ8}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Netherlands NLD, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{johansen_infointernet_2018, title = {{InfoInternet} for {Education} in the {Global} {South}: {A} {Study} of {Applications} {Enabled} by {Free} {Information}-only {Internet} {Access} in {Technologically} {Disadvantaged} {Areas} (authors' version)}, shorttitle = {{InfoInternet} for {Education} in the {Global} {South}}, journal = {arXiv preprint arXiv:1808.09496}, author = {Johansen, Johanna and Johansen, Christian and Noll, Josef}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LTN7QU6X}, keywords = {\_C:Bangladesh BGD, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Finland FIN, \_C:Germany DEU, \_C:India IND, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{barr_information_2012, title = {Information and {Collective} {Action} in the {Community} {Monitoring} of {Schools}: {Field} and {Lab} {Experimental} {Evidence} from {Uganda}.}, url = {http://citeseerx.ist.psu.edu/viewdoc/download}, journal = {Unpublished}, author = {Barr, A. and Mugisha, F. and Serneels, P. and Zeitlin, A.}, year = {2012}, keywords = {⛔ No DOI found}, } @article{minishi-majanja_information_2003, title = {Information and {Communication} {Technologies} in {Library} and {Information} {Science} {Education} in {Kenya}}, abstract = {Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.)}, language = {en}, journal = {Education for Information}, author = {Minishi-Majanja, Mabel K. and Ocholla, Dennis N.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W26XGJ5W 2317526:7SLJ32G9 LOCAL-PQ-61845047}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:assessment, F:attitude, F:curriculum, F:learning, F:offline, F:pay, F:teaching, P:administration, P:electro, P:nature, P:services, P:technology, Q:ICT, Q:distance education, R:evaluation, R:questionnaire, SpecialTopic:Library, T:Classroom teaching, T:Training, Z:Administrator Attitudes, Z:Curriculum Evaluation, Z:Deans, Z:Educational Assessment, Z:Educational Development, Z:Educational Indicators, Z:Foreign Countries, Z:Information Science Education, Z:Information Technology, Z:Institutional Characteristics, Z:Questionnaires, Z:Technology Integration, Z:Technology Uses in Education, Z:Use Studies, publicImportV1, ❓ Multiple DOI}, } @techreport{khvilon_information_2002, title = {Information and communication technologies in teacher education: a planning guide}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000129533}, language = {en}, institution = {UNESCO}, author = {Khvilon, Evgueni and Patru, Mariana}, year = {2002}, } @article{ngwane_information_nodate, title = {Information and {Communication} {Technology} as {Agents} of {Change} for {Teaching} and {Teacher} {Development}: {A} {Case} {Study} of a {Secondary} {School}, {KwaZulu}-{Natal}}, shorttitle = {Information and {Communication} {Technology} as {Agents} of {Change} for {Teaching} and {Teacher} {Development}}, doi = {10.21125/inted.2017.1036}, author = {Ngwane, Knowledge S.}, note = {KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2017.1036 2129771:X7BUS9LA}, keywords = {\_C:Finland FIN, \_C:South Africa ZAF, \_\_C:filed:1, \_\_C:scheme:1}, } @book{heeks_information_2017, title = {Information and {Communication} {Technology} for {Development}}, language = {Inglés}, author = {Heeks, Richard}, month = nov, year = {2017}, } @article{chukwuedo_information_2013, title = {Information and communication technology: {The} pivot of teaching and learning of skills in electrical and electronics technology programme in {Nigeria}}, url = {http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499}, abstract = {The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.}, language = {en}, journal = {International Journal of Vocational and Technical Education}, author = {{Chukwuedo}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5MJMBBBF 2317526:Z8TBHDAA}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, P:electro, P:technology, Q:ICT, Q:distance learning, T:Educação profissionalizante, T:TVET, publicImportV1}, } @book{kenett_information_2016, address = {Hoboken, NJ}, title = {Information {Quality}: {The} {Potential} of {Data} and {Analytics} to {Generate} {Knowledge}}, language = {en}, publisher = {John Wiley \& Sons}, author = {Kenett, RS and Shmueli, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NLJM5ZDC 2486141:8XXYK4MN}, } @book{nguyen_information_2013, address = {Washington, DC}, title = {Information, {Role} {Models}, and {Perceived} {Returns} to {Education}: {Experimental} {Evidence} from {Madagascar}.}, publisher = {World Bank}, author = {Nguyen, Trang}, year = {2013}, } @article{cooper_information_1990, title = {Information technology implementation research: a technological diffusion approach}, volume = {36}, shorttitle = {Information technology implementation research}, doi = {10.1287/mnsc.36.2.123}, number = {2}, journal = {Management science}, author = {Cooper, Randolph B. and Zmud, Robert W.}, year = {1990}, note = {Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/mnsc.36.2.123 2129771:H9V9JJQZ 4869029:MBA8RD9T}, pages = {123--139}, } @article{appiagyei_informing_2014, title = {Informing the scale-up of {Kenya}'s nursing workforce: {A} mixed methods study of factors affecting pre-service training capacity and production}, doi = {10.1186/1478-4491-12-47}, abstract = {© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6\%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40\%).}, language = {en}, journal = {Human Resources for Health}, author = {Appiagyei, Ashley A. and Kiriinya, Rose N. and Gross, Jessica M. and Wambua, David N. and Oywer, Elizabeth O. and Kamenju, Andrew K. and Higgins, Melinda K. and Riley, Patricia L. and Rogers, Martha F.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CCZ:Kenya, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:health, P:logistics, P:nurse, P:production, P:services, R:interview, R:mixed method, R:qualitative, R:quantitative, R:regression, T:Training, Z:Nursing workforce, Z:Scale-up, Z:Training, \_\_C:filed:1, publicImportV1}, } @misc{infrapedia_infrapedia_2020, title = {Infrapedia {App}}, url = {https://www.infrapedia.com/app}, language = {English}, urldate = {2020-12-21}, journal = {Infrapedia}, author = {{Infrapedia}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZP8KKAM 2486141:G6YBIQQ2}, } @techreport{villavicencio_iniciativas_2022, type = {Helpdesk {Response}}, title = {Iniciativas para el desarrollo de habilidades {STEM} de las adolescentes en la región de {ALC}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TR78WPA9}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {42 Spanish version}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0091}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2129771:MFPBWIR2 2405685:TR78WPA9}, keywords = {Author:OpenDevEd, F: Helpdesk response, \_r:AddedByZotZen}, } @article{lemieux_initial_2020, title = {Initial {Impacts} of the {COVID}-19 {Pandemic} on the {Canadian} {Labour} {Market}}, volume = {46}, issn = {0317-0861}, url = {https://www.utpjournals.press/doi/full/10.3138/cpp.2020-049}, doi = {10.3138/cpp.2020-049}, abstract = {In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.}, number = {s1}, urldate = {2020-08-12}, journal = {Canadian Public Policy}, author = {Lemieux, Thomas and Milligan, Kevin and Schirle, Tammy and Skuterud, Mikal}, month = jul, year = {2020}, note = {Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/cpp.2020-049 2129771:Z9IS3B5C}, keywords = {\_\_C:filed:1}, pages = {S55--S65}, } @article{lundvall_innovation_1988, title = {Innovation as an interactive process: from user-producer interaction to the national system of innovation}, volume = {349}, shorttitle = {Innovation as an interactive process}, journal = {1988}, author = {Lundvall, Bengt-Ake and Dosi, G. and Freeman, C.}, year = {1988}, keywords = {⛔ No DOI found}, pages = {369}, } @article{schultz_innovation_2021, title = {Innovation durch {Kooperation}: {Ausbildungspartnerschaften} im {Bausektor}}, shorttitle = {Innovation durch {Kooperation}}, url = {https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/innovation-durch-kooperation-ausbildungspartnerschaften-im-bausektor-all}, doi = {10.11586/202111610.11586/2021116}, abstract = {Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana.}, language = {de}, urldate = {2022-05-03}, author = {Schultz, Susanne U.}, year = {2021}, note = {Publisher: Bertelsmann Stiftung KerkoCite.ItemAlsoKnownAs: 10.11586/202111610.11586/2021116 2129771:W9I8BQ3F 2486141:LTF4KTIE 2486141:UHG4APRC}, keywords = {Baubranche, Berufsausbildung, Fachkräftebedarf, Migration, Transnationale Qualifizierungs- und Mobilitätspartnerschaft, Zuwanderung, ⚠️ Invalid DOI}, } @misc{noauthor_innovation_nodate, title = {Innovation {Enterprise} {Institutions}}, url = {https://net.nbte.gov.ng/IEIs}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EBAB3U2L}, } @book{lundvall_innovation_2002, title = {Innovation, growth, and social cohesion: the {Danish} model}, shorttitle = {Innovation, growth, and social cohesion}, publisher = {Edward Elgar Publishing}, author = {Lundvall, Bengt-Åke}, year = {2002}, } @book{poth_innovation_2018, title = {Innovation in {Mixed} {Methods} {Research}: {A} {Practical} {Guide} to {Integrative} {Thinking} with {Complexity}}, isbn = {978-1-5264-5371-6}, shorttitle = {Innovation in {Mixed} {Methods} {Research}}, abstract = {Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.}, language = {en}, publisher = {SAGE}, author = {Poth, Cheryl N.}, month = oct, year = {2018}, note = {Google-Books-ID: JSxUDwAAQBAJ}, keywords = {Reference / Research, Social Science / Methodology, Social Science / Research}, } @inproceedings{lundvall_innovation_2008, title = {Innovation system research: {Where} it came from and where it might go}, shorttitle = {Innovation system research}, publisher = {Georgia Institute of Technology}, author = {Lundvall, Bengt-Åke}, year = {2008}, keywords = {⛔ No DOI found}, } @techreport{stienen_innovative_2023, title = {Innovative approaches to sexual and reproductive health and rights}, url = {https://assembly.coe.int/LifeRay/EGA/Pdf/TextesProvisoires/2023/20230123-ReproductiveRights-EN.pdf}, abstract = {Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority.}, language = {en}, author = {Stienen, Petra}, month = jan, year = {2023}, keywords = {⛔ No DOI found}, } @inproceedings{cristol_innovative_2019, title = {Innovative delivery of education in {Bangladesh} using mobile technology}, booktitle = {World {Conference} on {Mobile} and {Contextual} {Learning}}, author = {Cristol, Dean and Al-Sabbagh, Samah and Abdulbaki, Anwar and Majareh, Maryam and Tuhin, Salah Uddin and Gimbert, Belinda}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PJX4K6KJ 4426965:M4S6NLY6}, keywords = {⛔ No DOI found}, pages = {37--45}, } @misc{american_institute_for_research_innovative_2018, title = {Innovative {Designs} {\textbar} {Sequential}, {Multiple} {Assignment}, {Randomized} {Trial}}, url = {https://optimizingoutcomes.air.org/innovative-designs.php}, urldate = {2022-12-21}, author = {American Institute for Research}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S2L43PDM 4426965:ERZ6N3PF}, } @techreport{education_commission_innovative_2020, type = {Country {Report}}, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, institution = {Education Workforce Initiative}, author = {Education Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YMX4AQR7 2601447:SA5TATL8 4556019:FCPLJM8C}, } @techreport{education_workforce_initiative_innovative_2020, type = {Country {Report}}, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf}, urldate = {2020-12-16}, institution = {Education Commission}, author = {Education Workforce Initiative}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AJ3VZ7A3 2129771:AXTJCXSX 2339240:XCXZB356 2405685:67AH3BDQ 2405685:FJHBE4VN}, keywords = {\_C:Sierra Leone SLE}, } @article{mbiti_inputs_2019, title = {Inputs, {Incentives}, and {Complementarities} in {Education}: {Experimental} {Evidence} from {Tanzania}.}, volume = {134}, url = {https://www.nber.org/papers/w24876}, doi = {10.1093/qje/qjz010}, number = {3}, journal = {The Quarterly Journal of Economics}, author = {Mbiti, Isaac and Muralidharan, Karthik and Romero, Mauricio and Schipper, Youdi and Manda, Constantine and Rajani, Rakesh}, year = {2019}, pages = {1627--73}, } @article{mbiti_inputs_2019, title = {Inputs, {Incentives}, and {Complementarities} in {Education}: {Experimental} {Evidence} from {Tanzania}*}, volume = {134}, issn = {0033-5533}, shorttitle = {Inputs, {Incentives}, and {Complementarities} in {Education}}, url = {https://doi.org/10.1093/qje/qjz010}, doi = {10.1093/qje/qjz010}, abstract = {We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.}, number = {3}, urldate = {2023-10-26}, journal = {The Quarterly Journal of Economics}, author = {Mbiti, Isaac and Muralidharan, Karthik and Romero, Mauricio and Schipper, Youdi and Manda, Constantine and Rajani, Rakesh}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz010 2129771:BCX7VQ65 2486141:UR5J4Y2M}, pages = {1627--1673}, } @article{popova_inside_2016, title = {Inside in-service teacher training: {What} works and how do we measure {It}? {Working} paper}, shorttitle = {Inside in-service teacher training}, url = {https://riseprogramme.org/sites/default/files/inline-files/Evans%20Inside%20In-Service%20Teacher%20Training%20-%20CLEAN%20-%20v2016-06-22_0.pdf}, journal = {Washington, DC.: Rise Programme}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6CCQ8KHH 2129771:X5EEFDRB}, keywords = {\_genre:LR-literature\_review, ⛔ No DOI found}, } @article{suppiah_insights_2019, title = {Insights on {ESL} student teachers reflecting collaboratively online}, volume = {48}, issn = {01287729}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, language = {English}, number = {2}, journal = {The English Teacher}, author = {Suppiah, Shubashini and Wah, (PhD), Lee Kean and Swanto, (PhD), Suyansah and Lajium, (PhD), Denis Andrew}, month = aug, year = {2019}, note = {Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z}, keywords = {Collaboration, Distance learning, English as a second language--ESL, Linguistics, Malaysia, Problem solving, Professional development, Reflective practice, Researchers, Social research, Student teachers, Teacher education, Teaching, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095770, \_\_finaldtb, ⛔ No DOI found}, pages = {82--99}, } @inproceedings{budree_instant_2019, title = {Instant {Messaging} {Tutoring}: {A} {Case} of {South} {Africa}}, shorttitle = {Instant {Messaging} {Tutoring}}, doi = {10.1109/CONFLUENCE.2019.8776928}, abstract = {This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths.}, booktitle = {2019 9th {International} {Conference} on {Cloud} {Computing}, {Data} {Science} \& {Engineering} ({Confluence})}, author = {Budree, A and Hendriks, T}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/CONFLUENCE.2019.8776928 4804264:T3D5Y36V}, keywords = {Africa, Computers, Education, Final\_citation, Instant Messaging, Instant messaging, Mobile handsets, Wireless communication, cited, developing country, existing, mlearning, mobile tutors}, pages = {615--619}, } @misc{noauthor_institute_nodate, type = {Indexes; {Offices}}, title = {Institute of {Education} {Sciences}: {Small} {Business} {Innovation} {Research} {Program} ({SBIR})}, shorttitle = {Institute of {Education} {Sciences}}, url = {https://ies.ed.gov/sbir/}, abstract = {Institute of Education Sciences:Small Business Innovation Research Program (SBIR).This page provides information about the Small Business Innovation Research Program (SBIR)}, language = {en}, urldate = {2023-02-02}, note = {Publisher: Institute of Education Sciences, part of the U.S. Department of Education (ED)}, } @article{levy_institutions_2013, title = {Institutions, {Incentives} and {Service} {Provision}: {Bringing} {Politics} {Back} {In}}, issn = {1556-5068}, shorttitle = {Institutions, {Incentives} and {Service} {Provision}}, url = {http://www.ssrn.com/abstract=2386655}, doi = {10.2139/ssrn.2386655}, language = {en}, urldate = {2020-09-06}, journal = {SSRN Electronic Journal}, author = {Levy, Brian and Walton, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2386655 2129771:D246RKMB}, } @incollection{zuilkowski_instructional_2017, address = {New York}, edition = {1st ed}, title = {Instructional coaching in {Kenya}: {Supporting} teachers to improve literacy outcomes}, booktitle = {The {Routledge} international handbook on teacher quality and policy}, publisher = {Routledge}, author = {Zuilkowski, S.S. and Piper, B.}, editor = {Akiba, M. and LeTendre, G.}, year = {2017}, pages = {505--516}, } @techreport{teixeira_instructions_2022, title = {Instructions for costed plan tool}, url = {https://docs.opendeved.net/lib/ZPUHPZND}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Teixeira, Beatriz}, month = dec, year = {2022}, doi = {10.53832/opendeved.1052}, } @techreport{teixeira_instructions_2022, title = {Instructions for costed plan tool}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZPUHPZND}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Teixeira, Beatriz and Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1052}, note = {ZenodoArchiveID: 10265679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1052 ZenodoArchiveConcept: 10265678}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @misc{noauthor_integrated_nodate, title = {Integrated {Community} {Centres} for {Employable} {Skills}}, url = {http://www.melr.gov.gh/icces/}, language = {en-US}, urldate = {2020-08-04}, journal = {Ministry of Employment and Labour Relations}, note = {Library Catalog: www.melr.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:KS3277KS}, } @article{piper_integrated_2009, title = {Integrated {Education} {Program}: {Impact} study of {SMRS} using early grade reading assessment in three provinces in {South} {Africa}.}, journal = {In. RTI International}, author = {Piper, Benjamin}, year = {2009}, note = {Place: Park, NC Publisher: Research Triangle}, keywords = {⛔ No DOI found}, } @article{nichols_integrated_nodate, title = {{INTEGRATED} {OPERATIONS} {FRAMEWORK} {FOR} {THE} {EARLY} {CHILDHOOD} {DEVELOPMENT} ({ECD}) {SECTOR} {IN} {THE} {OECS} {REGION}}, author = {Nichols, Tristi}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2T6D59MB}, keywords = {⛔ No DOI found}, } @inproceedings{eso_integrated_2022, address = {Istanbul, Turkiye}, title = {Integrated {Phase} {Change} {Material} windcatcher system for hybrid cooling and ventilation in tropical building}, abstract = {This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.}, author = {Eso, Olamide and Darkwa, Jo and Calautit, John}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4874017:GA76HUTU 5072953:NEMABBUB}, keywords = {\_z:class:countries, \_z:class:themes, ⛔ No DOI found}, } @book{government_of_south_africa_integrated_2011, address = {Pretoria}, title = {Integrated strategic planning framework for teacher education and development in {South} {Africa}, 2011-2025}, isbn = {978-1-4315-0394-0}, url = {https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf}, language = {English}, publisher = {Department of Basic Education}, author = {{Government of South Africa}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Education, Education and state, Teachers, Training of, publicImportV1}, } @article{hamadani_integrating_2019, title = {Integrating an {Early} {Childhood} {Development} {Programme} into {Bangladeshi} {Primary} {Health}-{Care} {Services}: {An} {Open}-{Label}, {Cluster}-{Randomised} {Controlled} {Trial}.}, volume = {7}, url = {https://doi.org/10.1016/S2214-109X}, doi = {10.1016/S2214-109X(18)30535-7}, journal = {The Lancet Global Health}, author = {Hamadani, Jena D. and Mehrin, Syeda F. and Tofail, Fahmida and Hasan, Mohammad I. and Huda, Syed N. and Baker-Henningham, Helen and Ridout, Deborah and Grantham-McGregor, Sally}, year = {2019}, pages = {366--375}, } @article{unesco_iiep_integrating_2011, title = {Integrating conflict and disaster risk reduction into education sector planning}, url = {http://www.iiep.unesco.org/en/publication/integrating-conflict-and-disaster-risk-reduction-education-sector-planning-guidance}, language = {en}, author = {{UNESCO IIEP}}, year = {2011}, keywords = {⛔ No DOI found}, pages = {116}, } @inproceedings{stanovsky_integrating_2017, address = {Vancouver, Canada}, title = {Integrating deep linguistic features in factuality prediction over unified datasets}, language = {en}, booktitle = {Proceedings of the {Annual} {Meeting} of the {Association} for {Computational} {Linguistics}}, author = {Stanovsky, G. and Eckle-Kohler, J. and Puzikov, Y.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AVJZD8WS 2486141:F25YVPZC}, keywords = {⛔ No DOI found}, pages = {352--357}, } @article{abd_el_karim_integrating_2020, title = {Integrating {GIS} {Accessibility} and {Location}-{Allocation} {Models} with {Multicriteria} {Decision} {Analysis} for {Evaluating} {Quality} of {Life} in {Buraidah} {City}, {KSA}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2071-1050}, url = {https://www.mdpi.com/2071-1050/12/4/1412}, doi = {10.3390/su12041412}, abstract = {The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9\% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1\% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.}, language = {en}, number = {4}, urldate = {2022-04-18}, journal = {Sustainability}, author = {Abd El Karim, Ashraf and Awawdeh, Mohsen M.}, month = jan, year = {2020}, note = {Number: 4 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {AHP, KSA vision 2030, MCDA, network analysis, quality of life, service accessibility, spatial suitability}, pages = {1412}, } @phdthesis{valentyn_integrating_2019, type = {{PhD} {Thesis}}, title = {Integrating new technology in the language classroom: innovative teacher identities}, shorttitle = {Integrating new technology in the language classroom}, school = {Stellenbosch: Stellenbosch University}, author = {Valentyn, Gail}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48JWYMGW}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Estonia EST, \_C:Finland FIN, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{karami_integrating_2013, title = {Integrating problem-based learning with {ICT} for developing trainee teachers' content knowledge and teaching skill}, volume = {9}, url = {https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill}, abstract = {Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Karami, Mehdi and Karami, Zohreh and Attaran, Mohammad}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4}, keywords = {\_THEME: Curriculum and resources, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096422, \_\_finaldtb, ⛔ No DOI found}, pages = {36--49}, } @inproceedings{endicott_integrating_2017, address = {Cincinnati, Ohio}, title = {Integrating scientific research: {Theory} and design of discovering similar constructs}, language = {en}, booktitle = {{AIS} {SIGSAND} {Symposium}}, author = {Endicott, J. and Larsen, K. and Lukyanenko, R.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E7XZREP2 2486141:XKB96PT9}, keywords = {⛔ No DOI found}, pages = {1--7}, } @article{xu_integrating_2013, title = {Integrating service quality with system and information quality: an empirical test in the e-service context}, volume = {37}, doi = {10.25300/MISQ/2013/37.3.05}, language = {en}, number = {3}, journal = {MIS Quarterly}, author = {Xu, J. and Benbasat, I. and Benbasat, I.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2013/37.3.05 2129771:C48LC8G4 2486141:IDDWRC83}, keywords = {\_z:no\_pdf}, pages = {777--794}, } @book{blossfeld_integration_2016, title = {Integration durch {Bildung}. {Migranten} und {Flüchtlinge} in {Deutschland}}, volume = {11}, publisher = {Münster: Waxmann}, author = {Blossfeld, Hans-Peter and Bos, Wilfried and Daniel, Hans-Dieter and Hannover, Bettina and Köller, Olaf and Lenzen, Dieter and Roßbach, Hans-Günther and Seidel, Tina and Tippelt, Rudolf and Wößmann, Ludger}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AII6RXZJ 2486141:7V24C8WW 2486141:9AWAN55E}, keywords = {⛔ No DOI found}, } @book{aktionsrat_bildung_integration_2016, address = {Münster}, edition = {1. Auflage}, title = {Integration durch {Bildung}. {Migranten} und {Flüchtlinge} in {Deutschland}: {Gutachten}}, isbn = {978-3-8309-3463-9}, shorttitle = {Integration durch {Bildung}. {Migranten} und {Flüchtlinge} in {Deutschland}}, language = {de}, publisher = {Waxmann}, author = {Aktionsrat Bildung and Blossfeld, Hans-Peter}, collaborator = {Vereinigung der Bayerischen Wirtschaft}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MN5X68SF 2486141:D2DGS969}, } @article{noauthor_integration_2016, title = {Integration of {ICTs} into the curriculum of {Cameroon} primary and secondary schools: {A} review of current status, barriers and proposed strategies for effective {Integration}}, volume = {12}, number = {1}, journal = {International Journal of Education and Development Using Information and Communication Technology}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z5HETHKM}, keywords = {⛔ No DOI found}, pages = {89--106}, } @article{ngajie_integration_2016, title = {Integration of {ICTs} into the {Curriculum} of {Cameroon} {Primary} and {Secondary} {Schools}: {A} {Review} of {Current} {Status}, {Barriers} and {Proposed} {Strategies} for {Effective} {Integration}}, volume = {12}, issn = {1814-0556}, shorttitle = {Integration of {ICTs} into the {Curriculum} of {Cameroon} {Primary} and {Secondary} {Schools}}, url = {https://eric.ed.gov/?id=EJ1099586}, abstract = {Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Ngajie, Berty Nsolly and Ngo, Mback Marie Charlotte}, year = {2016}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology EdTechHub.ItemAlsoKnownAs: 2129771:DNTKED66}, keywords = {Administrator Qualifications, Barriers, Change Strategies, Educational Administration, Educational History, Educational Technology, Elementary Secondary Education, Foreign Countries, Knowledge Level, Professional Development, Teacher Qualifications, Technology Integration, Technology Uses in Education, ⛔ No DOI found}, pages = {89--106}, } @techreport{islam_integration_2021, title = {Integration of {Technology} in {Education} for {Marginalised} {Children} in an {Urban} {Slum} of {Dhaka} {City} {During} the {Covid}-19 {Pandemic}}, language = {en}, institution = {EdTech Hub}, author = {Islam, Touhidul and Hussain, Maria and Shimul, Shafiun Nahin and Rupok, Rifat Islam and Orthy, S. R. Khan}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPXDN5K7 4804264:266QPMP3}, keywords = {Final\_citation, cited, existing}, } @techreport{brucker_integration_2021, type = {{IAB} -{KURZBERICHT}}, title = {Integration von {Migrantinnen} und {Migranten} in {Deutschland} - {Anerkennung} ausländischer {Berufsabschlüsse} hat positive {Arbeitsmarkteffekte}}, url = {https://doku.iab.de/kurzber/2021/kb2021-02.pdf}, language = {de}, author = {Brücker, Herbert and Glitz, Albrecht and Lerche, Adrian and Romiti, Agnese}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M3DAQW4H 2486141:MUWRL746}, keywords = {⛔ No DOI found}, pages = {12}, } @inproceedings{hien_intelligent_2018, title = {Intelligent assistants in higher-education environments: the {FIT}-{EBot}, a chatbot for administrative and learning support}, shorttitle = {Intelligent assistants in higher-education environments}, doi = {10.1145/3287921.3287937}, booktitle = {Proceedings of the ninth international symposium on information and communication technology}, author = {Hien, Ho Thao and Cuong, Pham-Nguyen and Nam, Le Nguyen Hoai and Nhung, Ho Le Thi Kim and Thang, Le Dinh}, year = {2018}, pages = {69--76}, } @article{khoperskov_interaction_2013, title = {Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes}, volume = {431}, doi = {10.1093/mnras/stt245}, number = {2}, journal = {Monthly Notices of the Royal Astronomical Society}, author = {Khoperskov, A. V. and Khoperskov, S. A. and Zasov, A. V. and Bizyaev, D. V. and Khrapov, S. S.}, year = {2013}, note = {Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stt245 2129771:6LTBMF2B}, pages = {1230--1239}, } @article{nami_interaction_2018, title = {Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations}, volume = {30}, issn = {09583440}, url = {https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations}, doi = {10.1017/S0958344017000349}, abstract = {Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.}, language = {English}, number = {3}, journal = {ReCALL: the Journal of EUROCALL}, author = {Nami, Fatemeh and Marandi, S Susan and Sotoudehnama, Elaheh}, month = sep, year = {2018}, note = {Place: Cambridge Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851}, keywords = {Asynchronous Communication, Blended Learning, CALL teacher education, CASE studies, COMPUTER assisted language instruction, Cognitive processes, Collaborative learning, Colleges \& universities, Computer Mediated Communication, Computer assisted instruction--CAI, Computer assisted language learning, Critical thinking, Curriculum development, Data analysis, Discourse Analysis, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Educational technology, English (Second Language), English as a second language instruction, Faculty Development, Foreign Countries, Foreign languages, Group Discussion, Higher Education, Higher education, Hybrid computers, Interactive learning, Iran, LANGUAGE \& languages, Language Teachers, Linguistics--Computer Applications, PROFESSIONAL education, Professional development, School environment, Second Language Instruction, Second language teachers, Social factors, TEACHERS, Teacher Education Programs, Teacher education, Teachers, Teaching, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095858, \_\_finaldtb, asynchronous interaction, cognitive presence, online collaboration, social presence, teaching presence}, pages = {375--398}, } @mastersthesis{acheampong_interaction_2018, title = {Interaction with {Children} with {Visual} {Impairments} in the {Classroom} for {All}}, url = {https://www.duo.uio.no/bitstream/handle/10852/64401/1/Daniel-Yaw-Acheampong-s-Master-Thesis-University-of-Oslo.pdf}, urldate = {2024-03-27}, author = {Acheampong, Daniel Yaw}, year = {2018}, } @article{munn_interactions_2005, title = {Interactions between school systems and reading {Recovery} programmes – evidence from {Northern} {Ireland}}, volume = {16}, issn = {0958-5176}, url = {https://doi.org/10.1080/09585170500256503}, doi = {10.1080/09585170500256503}, abstract = {Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed.}, number = {3}, urldate = {2020-11-20}, journal = {The Curriculum Journal}, author = {Munn, Penny and Ellis, Sue}, month = sep, year = {2005}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09585170500256503 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170500256503 2129771:BB5AS74U 2486141:KZG5H3LZ}, keywords = {\_Added to LR, \_G:reviewed, change model, implementation, reading recovery, school effect}, pages = {341--362}, } @article{otchia_interactions_2019, series = {Journal}, title = {Interactions between vocational and attitudinal skills in labour market outcomes: findings from the skills’ assessment of garment factory workers in {Ethiopia}}, doi = {10.1080/13636820.2019.1652675}, abstract = {© 2019, © 2019 The Vocational Aspect of Education Ltd. In this paper, we analyse the effects of workers’ self-rated attitudinal skills and their performance on vocational skills tests on their wage. The survey was conducted with garment workers who had experience of less than three years in Addis Ababa, Ethiopia. The constituting elements of attitudinal skills were examined using the questionnaire for the workers. Meanwhile, a vocational skills test was conducted with the same population and graded by the employers and the vocational schools’ teachers. We found that the attitudinal skills, i.e. the desire to maintain a clean and tidy workplace and to follow the rules, are associated with higher earnings. Vocational skills, which are more likely to be rewarded by higher salaries, include sewing and patternmaking. We also found that the interaction between patternmaking, sewing, and attitudinal skills yielded higher returns. Interestingly, our results show that at higher levels of attitudinal skills, workers with high sewing skills, and high patternmaking skills earned a higher wage. Our results are robust to alternative measures of attitudinal skills that correct for reference bias and different specifications.}, journal = {Journal of Vocational Education and Training}, author = {Otchia, Christian S. and Yamada, S.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2019.1652675 2129771:CNSZCAJQ}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in {Sub}-{Sahara} {Africa}}, volume = {22}, doi = {10.1111/desc.12864}, number = {5}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2129771:DMDYK6Z2 2129771:VXRGS3KV}, keywords = {\_C:Belgium BEL, \_C:France FRA, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Seychelles SYC, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {e12864}, } @article{pitchford_interactive_2018, title = {Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities}, volume = {9}, doi = {10.3389/fpsyg.2018.00262}, journal = {Frontiers in psychology}, author = {Pitchford, Nicola J. and Kamchedzera, Elizabeth and Hubber, Paula J. and Chigeda, Antonie L.}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 10/gc7b8q 2129771:CI5TENAJ 2129771:CJ2M5WC2}, keywords = {\_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {262}, } @techreport{roger_federer_founation_interactive_2016, title = {Interactive {Learning} and {Teaching} ({iACT}): {Zonal} {In}-{Service} {Coordinators} {Facilitation} {Guide}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/iAct-Facilitator-Guide.pdf}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:47FD497E 2129771:CNBIG2PX 2339240:UPZURRY7 2405685:5E9G3LET}, } @article{holzinger_interactive_2016, title = {Interactive machine learning for health informatics: when do we need the human-in-the-loop?}, volume = {3}, doi = {10.1007/s40708-016-0042-6}, language = {en}, number = {2}, journal = {Brain Informatics}, author = {Holzinger, A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40708-016-0042-6 2129771:SJPJHBKD 2486141:5RQLU6MY}, pages = {119--131}, } @misc{usaid_interactive_2020, title = {Interactive {Radio} and {Audio} {Instruction} {Resources}: {Kenya}}, shorttitle = {Interactive {Radio} and {Audio} {Instruction} {Resources}}, url = {https://www.edu-links.org/index.php/resources/interactive-radio-and-audio-instruction-resources-kenya}, abstract = {The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching}, language = {en}, urldate = {2020-04-08}, author = {USAID}, month = apr, year = {2020}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2129771:UJG7W6TR UJG7W6TR}, } @misc{usaid_interactive_2020, title = {Interactive {Radio} and {Audio} {Instruction} {Resources}: {Liberia}}, shorttitle = {Interactive {Radio} and {Audio} {Instruction} {Resources}}, url = {https://www.edu-links.org/resources/interactive-radio-and-audio-instruction-resources-liberia}, abstract = {The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.}, language = {en}, urldate = {2020-04-08}, author = {USAID}, year = {2020}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2129771:C7VZL68E C7VZL68E}, } @article{jeremiah_interconnectedness_2019, series = {Journal {Article}}, title = {Interconnectedness of {Reward} {Dissatisfaction} of {Public} {Technical} {Vocational} {Education} and {Training} ({TVET}) {Educators} with {Educator} {Turnover} {Intentions} and {Prolonged} {Tenure}}, doi = {10.18843/ijcms/v10i2/07}, abstract = {Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6\%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover.}, author = {Jeremiah, Andrew and Senior Lecturer - Human Resource Management Namibia University of Science {and} Technology (NUST), Namibia, Windhoek}, editor = {Jeremiah, Windhoek, Namibia, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science {and} Technology (NUST)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.18843/ijcms/v10i2/07 2129771:VUAHJMJK}, } @article{powers_interdistrict_2018, title = {Interdistrict mobility and charter schools in {Arizona}: {Understanding} the dynamics of public school choice.}, volume = {25}, shorttitle = {Interdistrict mobility and charter schools in {Arizona}}, abstract = {This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.}, author = {Powers, Jeanne and Topper, Amy Marcetti and Potterton, Amanda}, month = dec, year = {2018}, keywords = {\_C:India IND, \_C:Jordan JOR, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {56--87}, } @book{eyben_international_2014, title = {International {Aid} and the {Making} of a {Better} {World}: {Reflexive} {Practice}}, isbn = {978-1-135-13274-3}, shorttitle = {International {Aid} and the {Making} of a {Better} {World}}, abstract = {How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world.}, language = {en}, publisher = {Routledge}, author = {Eyben, Rosalind}, month = apr, year = {2014}, note = {Google-Books-ID: 7iVFAwAAQBAJ}, keywords = {Business \& Economics / Development / Economic Development, Business \& Economics / Development / Sustainable Development, Business \& Economics / Environmental Economics, Political Science / Public Policy / Environmental Policy, Social Science / Developing \& Emerging Countries}, } @misc{noauthor_international_nodate, title = {International {Centre} for {Evidence} in {Disability}}, url = {https://www.lshtm.ac.uk/research/centres/international-centre-evidence-disability}, language = {en}, urldate = {2020-08-17}, journal = {London School of Hygiene and Tropical Medicine}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DW66KQYM 2405685:SIFCYJHX}, } @techreport{pal_network_international_2020, title = {International {Common} {Assessment} of {Numeracy}. {Background}, {Features} and {Large}-scale {Implementation}}, url = {https://palnetwork.org/ican/}, author = {{PAL Network}}, year = {2020}, } @article{fraillon_international_2019, title = {International {Computer} and {Information} {Literacy} {Study} 2018: {Assessment} {Framework}}, shorttitle = {International {Computer} and {Information} {Literacy} {Study} 2018}, doi = {10.1007/978-3-030-19389-8}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Duckworth, Daniel and Friedman, Tim}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19389-8 10/gf62jk 2129771:SIC7S8P2}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Chile CHL, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Kazakhstan KAZ, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mcpherson_international_2010, type = {Ph.{D}.}, title = {International distance learning in special education: a program evaluation of a {US}-{Ecuador} collaboration}, url = {https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf}, abstract = {The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.}, language = {English}, school = {University of North Texas}, author = {McPherson, Rebekah}, year = {2010}, note = {ISBN: 978-1-124-34768-4 Publication Title: ProQuest Dissertations and Theses 3436539 KerkoCite.ItemAlsoKnownAs: 2534378:3DJPRT2X 2534378:ERVGUH59 2534378:NSJ46FI4 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/818457302?accountid=9851}, keywords = {0529:Special education, 0530:Teacher education, 0710:Educational technology, Curriculum Design, Data Collection, Disabilities, Distance Education, Distance learning, ERIC, Resources in Education (RIE), Ecuador, Education, Educational Technology, Educational technology, Evidence, Foreign Countries, Graduate Students, Higher Education, International collaboration, Interviews, Masters Programs, Online instruction, Online learning, Program Evaluation, Program evaluation, Research Design, Special Education, Special education, Surveys, Teacher education, Texas, Unfolding model, United States, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098174, \_\_finaldtb}, } @book{mansell_international_2015, address = {Chichester, West Sussex, UK}, edition = {3rd edition}, title = {International {Encyclopedia} of {Digital} {Communication} and {Society}}, copyright = {All rights reserved}, isbn = {978-1-118-29074-3}, url = {http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118290747.html}, abstract = {The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research}, language = {English}, publisher = {John Wiley \& Sons}, editor = {Mansell, Robin and Ang, Peng Hwa and Steinfield, Charles and Graaf, Shenja van der and Ballon, Pieter and Kerr, Aphra and Ivory, James D. and Braman, Sandra and Kleine, Dorothea and Grimshaw, David J.}, month = feb, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:7ZTVY9XJ}, keywords = {\_r:ImportedToMyEducationEvidence}, } @incollection{hennessy_international_2017, title = {International {Experiences} with {Intergrating} {Interactive} {Whiteboards}: {Policy}, {Practice}, {Pedagogy} and {Professional} {Development}}, shorttitle = {International {Experiences} with {Intergrating} {Interactive} {Whiteboards}}, booktitle = {Life in schools and classrooms}, publisher = {Springer}, author = {Hennessy, Sara}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FXFIKRTN}, keywords = {\_\_C:filed:1}, pages = {633--650}, } @misc{noauthor_international_nodate, title = {International {Forum} on {AI} and the {Futures} of {Education}, developing competencies for the {AI} {Era}, 7-8 {December} 2020: synthesis report - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000377251}, urldate = {2022-12-27}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:RTG22INT}, keywords = {Final\_citation, existing}, } @book{maclean_international_2009, title = {International {Handbook} of {Education} for the {Changing} {World} of {Work}: {Bridging} {Academic} and {Vocational} {Learning}}, isbn = {978-1-4020-5281-1}, shorttitle = {International {Handbook} of {Education} for the {Changing} {World} of {Work}}, abstract = {The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.}, language = {en}, publisher = {Springer Science \& Business Media}, author = {Maclean, Rupert and Wilson, David}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A8GV4XU8 2317526:PQDLDLV5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:SSA, A:West Africa, C:South Africa, CLL:en, Education / Adult \& Continuing Education, Education / Counseling / Career Development, Education / Vocational, \_C:Ghana GHA, publicImportV1}, } @book{voogt_international_2008, address = {New York, NY}, series = {Springer international handbooks of education}, title = {International handbook of information technology in primary and secondary education}, volume = {20}, isbn = {978-0-387-73314-2}, url = {https://teachwithict.files.wordpress.com/2011/08/dede.pdf}, language = {en}, publisher = {Springer Science+Business Media}, editor = {Voogt, Joke and Knezek, Gerald}, year = {2008}, note = {Extra URL: https://www.springer.com/gp/book/9780387733142}, } @article{fraillon_international_2018, title = {International large-scale computer-based studies on information technology literacy in education}, doi = {10.1007/978-3-319-53803-7_80-1}, journal = {Second Handbook of Information Technology in Primary and Secondary Education}, author = {Fraillon, Julian}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-53803-7\_80-1 10/gf62jg 2129771:28II9WVM}, keywords = {\_C:Australia AUS, \_C:Japan JPN, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1--19}, } @misc{commonwealth_of_learning_international_2020, title = {International {Partnership} of {Distance} and {Online} {Learning} for {COVID}-19}, url = {https://opendoor.col.org/}, language = {en-US}, urldate = {2020-04-22}, journal = {Commonwealth of Learning}, author = {Commonwealth of Learning}, year = {2020}, note = {Library Catalog: opendoor.col.org KerkoCite.ItemAlsoKnownAs: 2129771:UJJZJXYS}, } @article{ganapathi_international_nodate, title = {International {Review} of {Research} in {Open} and {Distributed} {Learning}}, author = {Ganapathi, Janani}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DWSZ4ZAF}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{king_international_2018, title = {International {Review} of {Research} in {Open} and {Distributed} {Learning}}, volume = {19}, number = {5}, journal = {International Review of Research in Open and Distributed Learning}, author = {King, Monty and Pegrum, Mark and Forsey, Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5TFM87VY}, keywords = {⛔ No DOI found}, } @techreport{unesco_international_2018, title = {International technical guidance on sexuality education}, url = {https://www.unfpa.org/publications/international-technical-guidance-sexuality-education}, urldate = {2023-08-28}, author = {{UNESCO}}, year = {2018}, } @misc{internet_world_stats_internet_nodate, title = {Internet {Penetration} in {Africa}}, url = {https://www.internetworldstats.com/stats1.htm}, urldate = {2020-04-21}, journal = {Internet World Stats}, author = {Internet World Stats}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L9X2ZQQR}, } @article{francis_internet_2019, series = {Journal}, title = {Internet skills for expediting students’ learning}, doi = {10.35940/ijrte.C4460.098319}, abstract = {©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.}, journal = {International Journal of Recent Technology and Engineering}, author = {Francis, Bakare Shola and Latib, Azlan Bin Abdul and Bin Kamin, Yusri and Nordin, Mohd Safarin and Subari, Kamalularifin}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.35940/ijrte.C4460.098319 2129771:SRQH4RE3}, } @article{ballesta_pagan_internet_2018, title = {Internet {Use} by {Secondary} {School} {Students}: {A} {Digital} {Divide} in {Sustainable} {Societies}?}, volume = {10}, shorttitle = {Internet {Use} by {Secondary} {School} {Students}}, doi = {10.3390/su10103703}, number = {10}, journal = {Sustainability}, author = {Ballesta Pagán, Francisco and Lozano Martínez, Josefina and Cerezo Máiquez, Mari}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su10103703 10/gf62gx 2129771:Z6I3P3JZ}, keywords = {\_C:Ecuador ECU, \_C:France FRA, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {3703}, } @misc{ministry_economic_affairs_and_communications_interoperability_2011, title = {Interoperability of the {State} {Information} {System} version 3.0}, language = {en}, author = {{Ministry Economic Affairs and Communications}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:5W4SJADG}, keywords = {Final\_citation}, } @article{edward_interplay_2021, title = {Interplay between {Literacy} and {Health} {Services} {Access}: {The} {Case} of {Elderly} {Exemption} {Beneficiaries} in {Tanzania}}, volume = {8}, copyright = {Copyright (c) 2021 Joshua Edward}, issn = {2311-1550}, shorttitle = {Interplay between {Literacy} and {Health} {Services} {Access}}, url = {https://jl4d.org/index.php/ejl4d/article/view/494}, abstract = {Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select  879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Edward, Joshua}, month = mar, year = {2021}, note = {Number: 1}, keywords = {exemption policy, health services access and elderly, literacy, ⛔ No DOI found}, pages = {129--145}, } @book{silverman_interpreting_2015, edition = {5}, title = {Interpreting qualitative data}, url = {https://books.google.com/books?hl=en&lr=&id=Tp94BgAAQBAJ&oi=fnd&pg=PT18&dq=Interpreting+qualitative+data.&ots=-8nM3xS_x7&sig=4SJyBWeutT2qkOQc1Uoy-7a9Bc4}, urldate = {2015-05-01}, publisher = {Sage}, author = {Silverman, David}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D4M3BM3U 2129771:FDLAJLIG 2486141:38LY7FZD 503888:2W7AC6GV}, keywords = {CitedIn:eCubed, DL4D cited, Done:ReferenceFixed, TPD@Scale-cited, TPD@Scale\_1, eCubed}, } @article{steeves_interrogating_2017, title = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}: the {Case} of the {One} {Laptop} per {Child} {Project} in {Ghana}}, volume = {52}, issn = {1936-6167}, shorttitle = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}}, url = {https://doi.org/10.1007/s12116-017-9245-y}, doi = {10.1007/s12116-017-9245-y}, abstract = {The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.}, language = {en}, number = {2}, urldate = {2020-07-20}, journal = {Studies in Comparative International Development}, author = {Steeves, Leslie and Kwami, Janet}, month = jun, year = {2017}, note = {shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2129771:5QNERKHT 2405685:EHX857GT}, keywords = {C: Ghana}, pages = {174--192}, } @article{snilstveit_interventions_2015, title = {Interventions for {Improving} {Learning} {Outcomes} and {Access} to {Education} in {Low} and {Middle}-{Income} {Countries}: {A} {Systematic}}, volume = {24}, url = {https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, journal = {Review. 3ie Systematic Review}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Pastorello, Maria Grazia and Eyers, John}, year = {2015}, note = {Place: London Publisher: International Initiative for Impact Evaluation (3ie}, keywords = {⛔ No DOI found}, } @article{avis_interventions_2020, title = {Interventions in {LICs} and {LMICs} to improve air quality and/or mitigate its impacts}, language = {en}, author = {Avis, William and Bartington, Suzanne}, year = {2020}, keywords = {⛔ No DOI found}, } @article{hedges_intraclass_2007, title = {Intraclass {Correlation} {Values} for {Planning} {Group}-{Randomized} {Trials} in {Education}}, volume = {29}, issn = {0162-3737}, url = {https://doi.org/10.3102/0162373707299706}, doi = {10.3102/0162373707299706}, abstract = {Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.}, language = {en}, number = {1}, urldate = {2020-07-20}, journal = {Educational Evaluation and Policy Analysis}, author = {Hedges, Larry V. and Hedberg, E. C.}, month = mar, year = {2007}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373707299706 2129771:F8TWE7SI 2486141:8CBVZRFP}, pages = {60--87}, } @misc{noauthor_introducing_nodate, title = {Introducing {ChatGPT}}, url = {https://openai.com/blog/chatgpt}, abstract = {We’ve trained a model called ChatGPT which interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests.}, language = {en-US}, urldate = {2024-02-24}, } @inproceedings{kousa_introducing_2023, title = {Introducing {ChatGPT} to a researcher’s toolkit: {An} empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in {Finnish}}, shorttitle = {Introducing {ChatGPT} to a researcher’s toolkit}, url = {https://aclanthology.org/2023.nlp4dh-1.12/}, urldate = {2024-02-23}, booktitle = {Proceedings of the {Joint} 3rd {International} {Conference} on {Natural} {Language} {Processing} for {Digital} {Humanities} and 8th {International} {Workshop} on {Computational} {Linguistics} for {Uralic} {Languages}}, author = {Kousa, Ilona}, year = {2023}, keywords = {⛔ No DOI found}, pages = {102--113}, } @inproceedings{friedberg_introducing_2022, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Introducing {EIDU}’s {Solver} {Platform}: {Facilitating} {Open} {Collaboration} in {AI} to {Help} {Solve} the {Global} {Learning} {Crisis}}, isbn = {978-3-031-11647-6}, shorttitle = {Introducing {EIDU}’s {Solver} {Platform}}, doi = {10.1007/978-3-031-11647-6_18}, abstract = {EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first.}, language = {en}, booktitle = {Artificial {Intelligence} in {Education}. {Posters} and {Late} {Breaking} {Results}, {Workshops} and {Tutorials}, {Industry} and {Innovation} {Tracks}, {Practitioners}’ and {Doctoral} {Consortium}}, publisher = {Springer International Publishing}, author = {Friedberg, Aidan}, editor = {Rodrigo, Maria Mercedes and Matsuda, Noburu and Cristea, Alexandra I. and Dimitrova, Vania}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-11647-6\_18 4804264:NDEFZCRT}, keywords = {Final\_citation, cited, existing}, pages = {104--108}, } @book{kennedy_introducing_2013, title = {Introducing {Geographic} {Information} {Systems} with {ArcGIS}: {A} {Workbook} {Approach} to {Learning} {GIS}}, isbn = {978-1-118-33034-0}, shorttitle = {Introducing {Geographic} {Information} {Systems} with {ArcGIS}}, abstract = {An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Kennedy, Michael D.}, month = mar, year = {2013}, note = {Google-Books-ID: v6WcvrT8jRsC}, keywords = {Science / Earth Sciences / Geography}, } @misc{noauthor_introducing_nodate, title = {Introducing {ICAN} ({International} {Common} {Assessment} of {Numeracy})- as a {Global} {Learning} {Metric} – {PAL} {Network}}, url = {https://palnetwork.org/introducing-ican-international-common-assessment-of-numeracy-as-a-global-learning-metric/}, urldate = {2021-05-15}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, language = {English}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2129771:IMQPGDUK 2339240:9GRACLAU 2405685:EEAEL6VW 2405685:R4EEF7NV 2405685:UTNGW9R7 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3}, keywords = {BANGLADESH, Bangladesh, C:Bangladesh, COMPUTER assisted language instruction, COMPUTERS in education, CONTINUING education, Computer Assisted Instruction, DISTANCE education, Developing Nations, Digital audio players, Distance Education, Distance learning, ENGLISH language -- Study \& teaching -- Foreign speakers, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Development, Educational Technology, Educational technology, Elementary Secondary Education, English (Second Language), English in Action support model, English language, Foreign Countries, Handheld Devices, Higher Education, Inservice Teacher Education, Interviews, LANGUAGE teachers, Language instruction, Multimedia Instruction, OPEN learning, Open Universities, Pilot Projects, Postsecondary Education, Professional development, Program Descriptions, Program Development, Program Effectiveness, Protocol Materials, SECONDARY education, Second Language Instruction, Secondary Education, Secondary School Teachers, Studies, TEACHER development, TEACHERS -- Attitudes, TELEMATICS, Teacher Attitudes, Teachers, Technology Integration, United Kingdom, Video Technology, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098161, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{al-huneini_introducing_2020, title = {Introducing tablet computers to a rural primary school: {An} activity theory case study}, volume = {143}, shorttitle = {Introducing tablet computers to a rural primary school}, doi = {10.1016/j.compedu.2019.103648}, journal = {Computers \& Education}, author = {Al-Huneini, Hamood and Walker, S. Aisha and Badger, Richard}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103648 2129771:WC8UCU9A}, keywords = {\_\_C:filed:1}, pages = {103648}, } @misc{teachers_registration_council_of_nigeria_introducing_2008, title = {Introducing {Teachers} {Registration} {Council} of {Nigeria}}, url = {https://trcn.gov.ng/file/Introducing%20TRCN.pdf}, urldate = {2020-08-05}, author = {Teachers Registration Council of Nigeria}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ}, } @misc{holmes_introducing_2023, title = {Introducing the 2023 {Post} {Growth} {Fellows}}, url = {https://medium.com/postgrowth/introducing-the-2023-post-growth-fellows-8ba3caf26478}, abstract = {Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.}, language = {en}, urldate = {2023-02-15}, journal = {Post Growth Perspectives}, author = {Holmes, Natalie}, month = feb, year = {2023}, } @techreport{hasler_introducing_2024, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Introducing the next iteration of our sensor box}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://opendeved.net/2024/01/23/introducing-the-next-iteration-of-our-sensor-box/}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {15}, institution = {Open Development \& Education}, author = {Haßler, Björn and Bablok, Bernhard}, month = jan, year = {2024}, doi = {10.53832/opendeved.1064}, note = {ZenodoArchiveID: 10456801 ZenodoArchiveConcept: 10456800 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1064 2129771:FNTQ646H}, keywords = {\_r:AddedByMyEducationEvidence}, } @incollection{lolwana_introduction_2017, title = {Introduction {Keynotes} - {Technical} and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: the missing middle in post-school education}, url = {https://www.wbv.de/artikel/6004570w011}, abstract = {The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.}, language = {English}, urldate = {2018-05-26}, booktitle = {Vocational {Education} and {Training} in {Sub}-{Saharan} {Africa}}, author = {Lolwana, Peliwe and Oketch, Moses O.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6ZRJNF95 2317526:VCT6X7C5 UA-87A24DE6-E939-465C-ADCF-2E8C0DF0D801}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, AA:SSA, CLL:en, Comparative Analysis, publicImportV1}, pages = {11--38}, } @incollection{wallace_introduction_2003, address = {London}, title = {Introduction: {Learning} about teacher learning: reflections of a science educator}, shorttitle = {Introduction: {Learning} about teacher learning: reflections of a science educator}, booktitle = {Leadership and {Professional} {Development} in {Science} {Education}: {New} {Possibilities} for {Enhancing} {Teacher} {Learning}}, publisher = {Routledge Falmer}, author = {Wallace, J.}, editor = {Wallace, J. and Loughran, J.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FYY263VX 261495:AT6XDXF5}, pages = {1--16}, } @article{lurvink_introduction_2023, title = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}: policy, teacher, and community perspectives}, volume = {8}, issn = {2504-284X}, shorttitle = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full}, doi = {10.3389/feduc.2023.1069857}, abstract = {Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.}, urldate = {2023-11-22}, journal = {Frontiers in Education}, author = {Lurvink, Anne-Fleur and Pitchford, Nicola J.}, month = may, year = {2023}, pages = {1069857}, } @incollection{niemi_introduction_2023, address = {Cham}, title = {Introduction to {AI} in {Learning}: {Designing} the {Future}}, isbn = {978-3-031-09687-7}, shorttitle = {Introduction to {AI} in {Learning}}, url = {https://doi.org/10.1007/978-3-031-09687-7_1}, abstract = {The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_1}, keywords = {AI ethical issues, Artificial intelligence, Human learning, Lifelong learning, Machine learning}, pages = {1--15}, } @techreport{mcburnie_introduction_2023, type = {{EdTech} {Fellowship}}, title = {Introduction to {Design} {Challenges}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/QN8H4FZC}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {9}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Hassan, Mustafa Syed and Moustafa, Nariman and Walker, Hannah and Lurvink, Anne-Fleur and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1007}, note = {ZenodoArchiveID: 8386675 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1007 ZenodoArchiveConcept: 8386674}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @book{borenstein_introduction_2009, address = {Chichester, United Kingdom}, title = {Introduction to meta-analysis}, publisher = {John Wiley \& Sons}, author = {Borenstein, M. and Hedges, L.V. and Higgins, J.P.T. and Rothstein, H.R.}, year = {2009}, } @techreport{bamberger_introduction_2012, title = {Introduction to {Mixed} {Methods} in {Impact} {Evaluation}}, url = {https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation}, language = {en}, number = {3}, author = {Bamberger, Michael}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:47GR9E3C 2486141:GUXYTNIS 261495:EFTYQLZ8 503888:SXN9CWCL}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, } @book{hasler_introduction_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Introduction to {Professional} {Development} ({Coordinators})}, volume = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:BTAVK4XM}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_introduction_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Facilitators})}, title = {Introduction to {Professional} {Development} ({Facilitators})}, volume = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:YYU85TTN}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_introduction_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Student} {Teachers}))}, title = {Introduction to {Professional} {Development} ({Student} {Teachers})}, volume = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:7R5Z43MD}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_introduction_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Introduction to {Professional} {Development} ({Tutors})}, volume = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:5TJPNZXE}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @incollection{wegerif_introduction_2023, title = {Introduction: {Why} we need a theory of educational technology}, isbn = {978-1-00-319849-9}, shorttitle = {Introduction}, abstract = {Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 19}, } @book{ali_investigating_2021, address = {Nigeria}, title = {Investigating {Acoustic} and {Indoor} {Air} {Qualities} of {Learning} {Environments} in {Bayero} {University}, {Kano}. {ARCHICULTURE}, {An} {International} {Journal} that {Promotes} the {Architecture} of {Human} {Culture} with the {Culture} of {Architecture}. {A} publication of the {Department} of {Architecture}, {Faculty} of {Environmental} {Sciences}}, language = {en}, publisher = {University of Jos}, author = {Ali, S.M.}, year = {2021}, } @article{al-emran_investigating_2016, title = {Investigating attitudes towards the use of mobile learning in higher education}, volume = {56}, issn = {0747-5632}, url = {http://www.sciencedirect.com/science/article/pii/S074756321530248X}, doi = {10.1016/j.chb.2015.11.033}, abstract = {Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.}, language = {en}, urldate = {2020-04-21}, journal = {Computers in Human Behavior}, author = {Al-Emran, Mostafa and Elsherif, Hatem M. and Shaalan, Khaled}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2015.11.033 2129771:FC6LFMMA}, keywords = {Attitudes, Higher education, Mobile learning, \_\_C:filed:1}, pages = {93--102}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069}, language = {en}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Brok, Perry Den}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:Z73VM26Z}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069, 1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.}, language = {English}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Den Brok, Perry}, month = apr, year = {2018}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW}, keywords = {Active Learning, Behavior Change, Cambodia, Cultural Context, ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Faculty Development, Foreign Countries, Instructional Effectiveness, Knowledge Base for Teaching, Learning, Mixed Methods Research, Questionnaires, Student Centered Learning, Studies, Teacher Attitudes, Teacher Behavior, Teacher education, Teachers, Teaching, Teaching Methods, Training, Video, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095890, \_\_finaldtb, ⛔ No DOI found}, pages = {275--298}, } @article{kamal_investigating_2019, title = {Investigating {ICTs} for {Education} in {Marginalized} {Communities}}, author = {Kamal, Mehruz and Diksha, Diksha}, year = {2019}, keywords = {⛔ No DOI found}, } @article{morgana_investigating_2018, title = {Investigating {Students}' and {Teachers}' {Perceptions} of {Using} the {iPad} in an {Italian} {English} as a {Foreign} {Language} {Classroom}}, volume = {8}, doi = {10.4018/ijcallt.2018070102}, number = {3}, journal = {International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)}, author = {Morgana, Valentina and Shrestha, Prithvi N.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2018070102 10/gf62jp 2129771:VHGTGPID}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Italy ITA, \_C:Malaysia MYS, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {29--49}, } @article{kim_investigating_2017, title = {Investigating teachers’ pedagogical experiences with tablet integration in {Korean} rural schools}, volume = {26}, doi = {10.1007/s40299-017-0331-8}, number = {1-2}, journal = {The Asia-Pacific Education Researcher}, author = {Kim, Hye Jeong and Kim, Hyeoncheol}, year = {2017}, note = {00002 KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-017-0331-8 10/gdm2td 2129771:4NP68KHA 2129771:VTKIFVPQ}, keywords = {\_\_C:filed:1}, pages = {107--116}, } @techreport{beoku-betts_investigating_2023, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/CN5FS7MB}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Beoku-Betts, Iman and {Leh Wi Lan}}, year = {2023}, doi = {10.53832/opendeved.1014}, note = {ZenodoArchiveID: 8392532 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392531}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{beoku-betts_investigating_2023, type = {Working {Paper}}, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AHVWDNGT}, abstract = {Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org}, number = {51}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Leh Wi Lan}, month = jun, year = {2023}, doi = {10.53832/edtechhub.0154}, note = {ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374}, } @techreport{beoku-betts_investigating_2023, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, url = {https://docs.opendeved.net/lib/CN5FS7MB}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, urldate = {2024-01-17}, institution = {Open Development \& Education}, author = {Beoku-Betts, Iman and Leh Wi Lan, Leh Wi Lan}, month = jan, year = {2023}, doi = {10.53832/opendeved.1014}, } @article{soodmand_afshar_investigating_2020, title = {Investigating the {Barriers} to {Teachers}’ {Professional} {Development} in an {EFL} {Context}}, volume = {7}, number = {2}, journal = {Journal of Modern Research in English Language Studies}, author = {Soodmand Afshar, Hassan and Ghasemi, Shabnam}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:S37LDJFA}, keywords = {\_C:China CHN, \_C:Iran IRN, \_C:Israel ISR, \_C:Lesotho LSO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {101--122}, } @article{matsumura_investigating_2010, title = {Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility}, volume = {111}, url = {https://doi.org/10.1086/653469.}, doi = {10.1086/653469}, number = {1}, journal = {The Elementary School Journal}, author = {Matsumura, L.C. and Garnier, H.E. and Correnti, R. and Junker, B. and Bickel, D.D.}, year = {2010}, pages = {35--62}, } @techreport{adil_investigating_2021, title = {Investigating the {Impact} on {Learning} {Outcomes} {Through} the {Use} of {EdTech} {During} {Covid}-19: {Evidence} from an {RCT} in the {Punjab} province of {Pakistan}}, shorttitle = {Investigating the {Impact} on {Learning} {Outcomes} {Through} the {Use} of {EdTech} {During} {Covid}-19}, language = {en}, institution = {EdTech Hub}, author = {Adil, Fareeha and Nazir, Rabia and Akhtar, Misbah}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLRUP87A 4804264:IKBB6JLC}, keywords = {Final\_citation, cited, existing}, } @phdthesis{nambatya_investigating_2015, address = {Cambridge, UK}, type = {{MPhil} in {Engineering} for {Sustainable} {Development}}, title = {Investigating the rationale for material selection in tropical housing projects in {Uganda} – a {Case} for {Interlocking} {Stabilised} {Soil} {Blocks} ({ISSB}) technology}, abstract = {Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK.}, language = {en}, school = {University of Cambridge}, author = {Nambatya, Margret Mauricia}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PCUCMQ48 4874017:5X3NJBVH 4874017:NHUMZFQA 5072953:3MJ45YJU}, keywords = {⛔ No DOI found}, } @article{lang_investigating_2022, title = {Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment}, volume = {32}, issn = {1600-0668}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ina.12941}, doi = {10.1111/ina.12941}, abstract = {The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50\% and 70\%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.}, language = {en}, number = {1}, urldate = {2022-05-29}, journal = {Indoor Air}, author = {Lang, Xiaoyue and Wargocki, Pawel and Liu, Weiwei}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ina.12941 KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12941 2129771:9F3VADMF 4682641:4NSJKT5N}, keywords = {BE:RELEVANT, acceptability of thermal environment, cognitive performance, electroencephalogram, occipital lobe, thermal comfort, thermal sensation}, pages = {e12941}, } @article{ocak_investigating_2014, title = {Investigating {Turkish} pre-service teachers' perceptions of blogs: implications for the {FATIH} project}, volume = {5}, url = {https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project}, doi = {10.30935/cedtech/6113}, abstract = {This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.}, language = {English}, number = {1}, journal = {Contemporary Educational Technology}, author = {Ocak, Mehmet Akif and Gökçearslan, Sahin and Solmaz, Ebru}, year = {2014}, note = {Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2534378:SAUID3JV 2534378:WI3PD3BP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851}, keywords = {Critical Thinking, Diaries, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Electronic Publishing, Factor Analysis, Foreign Countries, Group Activities, Higher Education, Online Surveys, Postsecondary Education, Preservice Teachers, Questionnaires, Student Attitudes, Student Motivation, Student Participation, Technology Integration, Technology Uses in Education, Turkey, Web Sites, Writing Skills, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098538, \_\_finaldtb}, pages = {22--38}, } @article{pan_investigation_2012, title = {Investigation of gender differences in sleeping comfort at different environmental temperatures}, volume = {21}, doi = {10.1177/1420326X11425967}, number = {6}, journal = {Indoor and Built Environment}, author = {Pan, Li and Lian, Zhiwei and Lan, Li}, year = {2012}, note = {Publisher: Sage Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1420326X11425967 2129771:DXF79DIC}, pages = {811--820}, } @misc{noauthor_investing_nodate, title = {Investing in rural people in {Sierra} {Leone} {\textbar} {Knowledge} for policy}, url = {https://knowledge4policy.ec.europa.eu/publication/investing-rural-people-sierra-leone_en}, urldate = {2022-01-10}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SLTLIBWW 4556019:B37GU7X5}, } @techreport{noauthor_ip51-global-framework-reference-digital-literacy-skills-2018-enpdf_nodate, title = {ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, url = {https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, urldate = {2023-11-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TWXHPXMR}, } @techreport{noauthor_ipa_nodate, title = {{IPA} study}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6VNLBITM}, } @inproceedings{henderson_s__yeow_j_ipad_2012, title = {{iPad} in education: {A} case study of {iPad} adoption and use in a primary school.}, booktitle = {In 45th {International} {Conference} on {System} {Science} ({HICSS}) 2012}, publisher = {IEEE}, author = {{Henderson, S., \& Yeow, J.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 257089:7MW35RNK}, keywords = {⛔ No DOI found}, pages = {78--87}, } @techreport{burden_k_hopkins_p_male_t_martin_s__trala_c_ipad_2012, title = {{iPad} {Scotland} {Evaluation}}, institution = {University of Hull}, author = {{Burden, K., Hopkins, P., Male, T., Martin, S., \& Trala, C.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 257089:GBR25MFF}, } @article{watts_ipadican_2012, title = {{iPadiCan}: {Trialling} {iPads} to support primary and secondary students with disabilities}, volume = {27}, abstract = {iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.}, number = {2}, journal = {Australian Educational Computing}, author = {Watts, Liz and Brennan, Sharon and Phelps, Renata}, year = {2012}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 257089:2FR2F4C3}, keywords = {⛔ No DOI found}, pages = {4--12}, } @article{hemminki_ipadien_2020, title = {{IPadien} opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa}, author = {Hemminki, Anni and Lummelahti, Miina}, year = {2020}, note = {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}, } @article{cumming_ipads_2014, title = {{iPads} as instructional tools to enhance learning opportunities for students with developmental disabilities: {An} action research project}, volume = {12}, doi = {10.1177/1476750314525480}, number = {2}, journal = {Action Research}, author = {Cumming, Therese M and Strnadová, Iva and Singh, Sylvia}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1177/1476750314525480 10/f53pm5 2129771:K97LMCWI 257089:E6MASECP}, pages = {151--176}, } @article{nguyen_ipads_2015, title = {{iPads} in higher education—{Hype} and hope}, volume = {46}, url = {http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf}, doi = {10.1111/bjet.12137}, number = {1}, urldate = {2014-05-10}, journal = {British Journal of Educational Technology}, author = {Nguyen, Lemai and Barton, Siew Mee and Nguyen, Linh Thuy}, year = {2015}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12137 10/f6z68d 2129771:KRM7NNM2 257089:6J2SET9K}, pages = {190--203}, } @inproceedings{falloon_ipads_2014, address = {Adelaide}, title = {{iPads} in the {Primary} {School}: {Emerging} {Research}}, author = {Falloon, Garry}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 257089:3QBFWZZT}, keywords = {⛔ No DOI found}, } @techreport{intergovernmental_panel_on_climate_change_ipcc-climate-trends-fact-sheet-for-africa_2023, title = {{IPCC}-{Climate}-{Trends}-{Fact}-{Sheet}-for-{Africa}}, url = {https://www.ipcc.ch/report/ar6/wg1/downloads/factsheets/IPCC_AR6_WGI_Regional_Fact_Sheet_Africa.pdf}, author = {Intergovernmental Panel on Climate Change}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ACPG3L3V}, pages = {2}, } @misc{green_ipdctalks_2016, title = {{IPDCTalks} - {Speaker} {Cable} {Green}'s full speech on {SDG} 4: {Education}}, shorttitle = {{IPDCTalks} - {Speaker} {Cable} {Green}'s full speech on {SDG} 4}, url = {https://www.youtube.com/watch?v=qvfC8A1oW30}, abstract = {Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education. Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands....}, urldate = {2016-10-05}, collaborator = {Green, Cable}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QQXHVQ8K 261495:JBS85BRV}, } @misc{noauthor_irb_nodate, title = {{IRB} 2020-09 {CL}.pdf}, } @misc{noauthor_irisai_nodate, title = {Iris.ai - {Your} {Researcher} {Workspace} – {Leading} {AI} for your research challenge}, url = {https://iris.ai/}, abstract = {AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.}, language = {en-US}, urldate = {2024-01-20}, journal = {Iris.ai - Your Researcher Workspace}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HSE3TVGT 2405685:MWDZQV7W 2486141:JSRVQVGX}, keywords = {\_Added-ailr-2024}, } @article{cilliers_is_2015, title = {Is assessment good for learning or learning good for assessment? {A}. {Both}? {B}. {Neither}? {C}. {It} depends?}, volume = {4}, issn = {22122761}, shorttitle = {Is assessment good for learning or learning good for assessment?}, url = {https://www.scilit.net/article/cb735c15281b3d3d69f798146b1cc07f}, doi = {10.1007/s40037-015-0229-1}, abstract = {Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047\–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students\’ learning. Adv Health Sci Educ. 2010;15:695\–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87\–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39\–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20\–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124\–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280\–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94\–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692\–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6\–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280\–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1}, language = {en}, number = {6}, urldate = {2020-08-12}, journal = {Perspectives on Medical Education}, author = {Cilliers, Francois J.}, month = oct, year = {2015}, pmid = {26498444}, note = {Publisher: Springer Science and Business Media LLC KerkoCite.ItemAlsoKnownAs: 10.1007/s40037-015-0229-1 2129771:BUTRF62T}, keywords = {\_\_C:filed:1}, pages = {280--281}, } @article{ranjan_is_2020, title = {Is {Blended} {Learning} {Better} than {Online} {Learning} for {B}.{Ed} {Students}?}, volume = {7}, copyright = {Copyright (c) 2020 Prabhas Ranjan}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/412}, abstract = {Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Ranjan, Prabhas}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:4IRMTJF2}, keywords = {Moodle, blended learning, experimental study, face-to-face learning, online learning, ⛔ No DOI found}, pages = {349--366}, } @article{nakano_is_2018, title = {Is farmer-to-farmer extension effective? {The} impact of training on technology adoption and rice farming productivity in {Tanzania}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X17304060}, doi = {10.1016/j.worlddev.2017.12.013}, abstract = {Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.}, language = {en}, journal = {World Development}, author = {Nakano, Yuko and Tsusaka, Takuji W. and Aida, Takeshi and Pede, Valerien O.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.12.013 10/gf62mx 2129771:WC9P2ZP8 2317526:95UDVN5X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, P:agricultural, P:economy, P:measurement, P:social, P:technology, R:impact, T:Training, T:trainee, Z:Agricultural training, Z:Rice cultivation, Z:Social learning, Z:Sub-Saharan Africa, Z:Technology adoption, publicImportV1}, } @techreport{warwocki_is_2023, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Is indoor environmental quality in my school classroom safe?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://opendeved.net/2023/11/07/is-indoor-environmental-quality-in-my-school-classroom-safe/}, abstract = {How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {12}, urldate = {2023-11-07}, institution = {Open Development \& Education}, author = {Warwocki, Pawel}, month = nov, year = {2023}, doi = {10.53832/opendeved.1028}, note = {ZenodoArchiveID: 10079928 ZenodoArchiveConcept: 10079927 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1028 2129771:F6PT9SPQ}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, doi = {10.1111/jcal.12007}, language = {en}, number = {6}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 4804264:LDBRVV37}, keywords = {Final\_citation, cited, existing}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{france_is_2017, title = {Is {Standardization} the {Answer} to {Personalization}?}, volume = {74}, language = {en}, number = {6}, journal = {Educational Leadership}, author = {France, P.E.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:QJ3EE38A}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, pages = {40--44}, } @misc{fisher_is_2018, title = {Is standardization the enemy of personalization? {Not} necessarily}, shorttitle = {Is standardization the enemy of personalization?}, url = {https://www.christenseninstitute.org/blog/is-standardization-the-enemy-of-personalization-not-necessarily/}, abstract = {A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first.}, language = {en-US}, urldate = {2024-01-31}, journal = {Christensen Institute}, author = {Fisher, Julia Freeland}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GR8U9Q9Z}, keywords = {Final\_citation, existing}, } @book{selwyn_is_2016, address = {Cambridge}, title = {Is technology good for education?}, isbn = {978-0-7456-9650-8}, url = {https://bit.ly/3r82ePY}, abstract = {Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.}, language = {en}, publisher = {Polity Press}, author = {Selwyn, Neil}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2339240:8V492M8U Review URL: https://www.tandfonline.com/doi/abs/10.1080/00220671.2016.1253948}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General, \_\_\_working\_potential\_duplicate}, } @article{pitchford_is_2002, title = {Is the acquisition of basic-colour terms in young children constrained?}, volume = {31}, doi = {10.1068/p3405}, number = {11}, journal = {Perception}, author = {Pitchford, Nicola J. and Mullen, Kathy T.}, year = {2002}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1068/p3405 2129771:SK7FIINZ}, pages = {1349--1370}, } @incollection{deissinger_is_2013, address = {Rotterdam}, series = {Professional and {VET} learning}, title = {Is the {German} {Qualifications} {Framework} an {Instrument} that {Contributes} to {Permeability} and {Progression} {Within} the {VET} {System}? – {An} {International} {Perspective}}, shorttitle = {Is the {German} {Qualifications} {Framework} an {Instrument} that {Contributes} to {Permeability} and {Progression} {Within} the {VET} {System}?}, url = {https://brill.com/view/book/edcoll/9789462091917/BP000023.xml}, language = {en}, urldate = {2020-05-31}, booktitle = {From {Diagnostics} to {Learning} {Success}: {Proceedings} in {Vocational} {Education} and {Training}}, author = {Deissinger, Thomas}, editor = {Beck, Klaus and Zlatkin-Troitschanskaia, Olga}, month = jan, year = {2013}, doi = {10.1007/9789462091917_023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6209-191-7\_22 10.1007/9789462091917\_023 2129771:4FAQSXRA 2129771:F5GH7BN5 2317526:PVUGJWBG}, keywords = {Apprenticeship System, Apprenticeship Training, Dual System, Qualification Framework, Vocational Qualification, ⚠️ Invalid DOI}, pages = {295--307}, } @article{avison_is_2014, title = {Is theory king?: questioning the theory fetish in {Information} {Systems}}, volume = {29}, doi = {10.1057/jit.2014.8}, language = {en}, number = {4}, journal = {Journal of Information Technology}, author = {Avison, D and Malaurent, J}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/jit.2014.8 2129771:AWKBH5L5 2486141:WQ5E93NP}, pages = {327--336}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}.}, volume = {7}, copyright = {Copyright (c) 2020 Chris McBurnie, Taskeen Adam, Tom Kaye}, issn = {2311-1550}, shorttitle = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}?}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59B8X7K8 2129771:5PVILI5V 2129771:JDXX277U}, keywords = {Author:OpenDevEd, Bangladesh, COVID-19, Ecuador, Ethiopia, Ghana, Kenya, Mongolia, Senegal, Vietnam, access to education, educational technology, learning continuity, ⛔ No DOI found}, pages = {485--493}, } @misc{mcburnie_is_2020, title = {Is there learning continuity during the {COVID}-19 pandemic? {Six} {Lessons}}, url = {https://opendeved.net/2020/07/12/is-there-learning-continuity/}, author = {McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3930934}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_is_nodate, title = {Is your school making the most of digital technologies for learning?}, url = {https://schools-go-digital.jrc.ec.europa.eu/}, urldate = {2023-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JEF7FKD}, } @misc{noauthor_islam_2010, title = {Islam and {Gender} {Relations} in {Nigeria}” in {Al}-{Ijtihad}-{The} {Journal} of {Islamization} of {Knowledge} and {Contemporary} {Issues}}, language = {en}, month = jan, year = {2010}, note = {Pages: 128–145}, } @misc{co-_islamic_2011, title = {Islamic {Political} {Thoughts} and {Institutions}, {Kano}, {International} {Institute} of {Islamic} {Thought} ({Nigeria}}, language = {en}, author = {{Co-}}, year = {2011}, } @misc{the_guardian_island_2020, title = {Island nations have the edge in keeping {Covid} away – or most do}, url = {http://www.theguardian.com/world/2020/aug/16/island-nations-have-the-edge-in-keeping-covid-away-or-most-do}, abstract = {Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’}, language = {en}, urldate = {2021-01-09}, journal = {the Guardian}, author = {{The Guardian}}, month = aug, year = {2020}, note = {Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:S6JW35EP}, } @incollection{resta_issues_2018, address = {Cham, Switzerland}, series = {Springer {International} {Handbooks} of {Education}}, title = {Issues and challenges related to digital equity: an overview}, url = {https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf}, booktitle = {Second handbook of information technology in primary and secondary education}, publisher = {Springer}, author = {Resta, P. and Laferriere, T. and McLaughlin, R. and Kouraogo, A.}, editor = {Voogt, J. and Knezek, G. and Christensen, R. and Lai, K-W.}, year = {2018}, pages = {987--1004}, } @article{rowe_its_2023, chapter = {Technology}, title = {‘{It}’s destroyed me completely’: {Kenyan} moderators decry toll of training of {AI} models}, issn = {0261-3077}, shorttitle = {‘{It}’s destroyed me completely’}, url = {https://www.theguardian.com/technology/2023/aug/02/ai-chatbot-training-human-toll-content-moderator-meta-openai}, abstract = {Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals}, language = {en-GB}, urldate = {2023-09-18}, journal = {The Guardian}, author = {Rowe, Niamh}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:NHJ56NLX}, keywords = {Artificial intelligence (AI), ChatGPT, Computing, Kenya, Meta, OpenAI, Technology}, } @techreport{crisp_it_2017, title = {It takes a village to raise a teacher: the {Learning} {Assistant} programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, urldate = {2020-07-15}, institution = {The Open University and Plan International}, author = {Crisp, Martin and Safford, Kimberly and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4ZWNMP4P 2129771:I3GR9GBM 2129771:L8VCNB4Z 2405685:I76Z2SKV 2486141:RP5DXILU 2601447:DGAXJQFN 4556019:F5RJQZKR}, keywords = {\_C:Sierra Leone SLE}, } @techreport{crisp_it_2017, title = {It takes avillage to raise a teacher: {The} {Learning} assistant programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, author = {Crisp, Martin and Safford, Kimberly and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5EIHVC4I 2486141:V6F9ISR4}, } @misc{kahili-heede_jabsom_nodate, title = {{JABSOM} {Library}: {Colandr} for {Systematic} {Reviews}: {Introducing} {Colandr}}, copyright = {Copyright John A. Burns School of Medicine, University of Hawaii at Manoa 2024}, shorttitle = {{JABSOM} {Library}}, url = {https://hslib.jabsom.hawaii.edu/colandr/home}, abstract = {Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction}, language = {en}, urldate = {2024-01-22}, author = {Kahili-Heede, Melissa}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DIYYVIUU 2405685:PYE2X6IZ 2486141:IXG47JQN}, } @misc{noauthor_jahresgutachten_2020, title = {Jahresgutachten 2020}, url = {https://www.svr-migration.de/publikationen/jahresgutachten-2020/}, urldate = {2022-05-03}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AC89PU3G 2486141:NYDTC2DQ}, } @misc{noauthor_jasp_nodate, title = {{JASP} - {A} {Fresh} {Way} to {Do} {Statistics}}, url = {https://jasp-stats.org/}, abstract = {JASP is an open-source statistics program that is free, friendly, and flexible. Armed with an easy-to-use GUI, JASP allows both classical and Bayesian analyses.}, language = {en-US}, urldate = {2022-04-07}, journal = {JASP - Free and User-Friendly Statistical Software}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P7IPI47P}, } @misc{government_of_japan_jica_nodate, title = {{JICA} - {Japan} {International} {Cooperation} {Agency}}, url = {https://www.jica.go.jp/english/}, urldate = {2018-11-30}, author = {{Government of Japan}}, note = {UA-41f17f6e-7946-4bcf-869e-c2036cb5a5ad KerkoCite.ItemAlsoKnownAs: 2129771:L84UUEHF 2317526:Z44X52CE}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @article{onguko_jifunzeni_2014, title = {{JiFUNzeni}: a blended learning approach for sustainable teachers' professional development}, volume = {12}, issn = {1479-4403}, shorttitle = {{JiFUNzeni}}, language = {English}, number = {1}, journal = {The Electronic Journal of e-Learning}, author = {Onguko, Brown Bully}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:XB5MWXII}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{onguko_jifunzeni_2014, title = {{JiFUNzeni}: a blended learning approach for sustainable teachers' professional development}, volume = {12}, issn = {1479-4403}, url = {https://academic-publishing.org/index.php/ejel/article/view/1680/1643}, abstract = {JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT]}, language = {English}, number = {1}, journal = {The Electronic Journal of e-Learning}, author = {Onguko, Brown Bully}, year = {2014}, note = {Place: Kidmore End Publisher: Academic Conferences International Limited KerkoCite.ItemAlsoKnownAs: 2339240:YMBURAH4 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR}, keywords = {Cooperative learning, Distance learning, Education--Computer Applications, Internet, Kenya, Sustainability, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096405, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {77--88}, } @article{pillay_jika_2020, title = {Jika {iMfundo}: a {South} {African} study of ‘turning education around’through improved curriculum coverage}, volume = {46}, shorttitle = {Jika {iMfundo}}, doi = {10.1080/19415257.2018.1550101}, number = {2}, journal = {Professional Development in Education}, author = {Pillay, Venitha}, year = {2020}, note = {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}, pages = {229--244}, } @techreport{al-hindawi_jordans_2020, type = {Case {Study}}, title = {Jordan’s {EdTech} response to {COVID}-19}, institution = {EdTech Hub}, author = {Al-Hindawi, Hind and Hashem, Lina}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706057}, note = {ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2129771:26ZI4AAA 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV 4804264:G6QKC6DD}, keywords = {Final\_citation, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{jovacet_journal_nodate, title = {Journal of {Vocational}, {Adult} and {Continuing} {Education} and {Training}}, url = {http://jovacet.ac.za/index.php?journal=JOVACET}, urldate = {2020-05-27}, author = {JOVACET}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DS6SQHEE 2317526:ZW8ABGW5}, } @book{sseip_junior_2020, title = {Junior {Secondary} {I}, {II}, {III} {English} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745244}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745244}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745244 2129771:PS5RG5JA}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_junior_2020, title = {Junior {Secondary} {I}, {III}, {III} {Mathematics} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745246}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745246}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745246 2129771:IULPJ2QQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @article{freed_k4d_2022, title = {{K4D} {Strengthening} {Cross}-sector {Learning} for {Education} and {FCAS}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17714}, doi = {10.19088/K4D.2022.159}, abstract = {This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.}, language = {en}, urldate = {2022-12-18}, author = {Freed, Danielle}, month = sep, year = {2022}, note = {Accepted: 2022-10-23T17:03:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.159 2129771:AASHRTQH 4869029:63J8U4LX}, } @article{tudunwada_kano_2021, title = {Kano {Heat} {Islands} ({HIs}) through {Remotely} {Sensed} {Biophysical} {Parameters}}, volume = {4}, language = {en}, number = {1}, journal = {African Journal of Earth and Environmental Sciences}, author = {Tudunwada, I.Y. and Aduojo, A. and Dakagan, J.B.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{noauthor_karlan_2014, title = {Karlan and {Leiden}}, year = {2014}, } @book{kaufman_kaufmans_2022, title = {Kaufman's {Clinical} {Neurology} for {Psychiatrists} - {E}-{Book}}, isbn = {978-0-323-79681-1}, abstract = {The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.}, language = {en}, publisher = {Elsevier Health Sciences}, author = {Kaufman, David Myland and Geyer, Howard L. and Milstein, Mark J. and Rosengard, Jillian}, month = jan, year = {2022}, note = {Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8}, keywords = {Final\_citation, Medical / Neurology, Medical / Psychiatry / General}, } @techreport{mbatha_keep_2021, type = {Sprint {Review}}, title = {Keep {Kenya} {Learning}: {Helping} {Caregivers} {Support} {Learning} at {Home} {Sprint} 1.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/A2D9FVTA}, abstract = {An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.}, language = {en}, institution = {EdTech Hub}, author = {Mbatha, FaithMbithe and Crook, Rebecca and Plaut, Daniel}, month = mar, year = {2021}, doi = {10.5281/zenodo.4928926}, note = {PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:A2D9FVTA KerkoCite.ItemAlsoKnownAs: 2405685:A2D9FVTA zotzenLib.CopiedFrom: 2405685:A2D9FVTA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @book{holly_keeping_1987, address = {Victoria, Australia}, edition = {Rev. ed.}, series = {School-based professional development.}, title = {Keeping a personal-professional journal}, publisher = {Deakin University Press}, author = {Holly, Mary Louise}, year = {1987}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LE47ACUY 503888:PABYPW4Q}, keywords = {CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS}, } @techreport{education_review_office_keeping_2018, address = {New Zealand}, title = {Keeping children engaged and achieving in mathematics}, url = {https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/}, author = {{Education Review Office}}, month = feb, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:BGVQ2RRP}, } @article{von_hahmann_keeping_2008, title = {Keeping on: {How} {ALP} {Brings} {Disaffected} {Youth} {Back} to {School} in {Liberia}.}, volume = {5}, shorttitle = {Keeping on}, doi = {10.18546/IJSD.05.2.03}, number = {2}, journal = {International Journal on School Disaffection}, author = {von Hahmann, Gail and Tengbeh, Josephine FD}, year = {2008}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18546/IJSD.05.2.03 2129771:4PNP7MZI 2486141:8SL7NJT5}, keywords = {\_AcademicRecoveryOECS}, pages = {6--12}, } @misc{noauthor_kenya_nodate, title = {Kenya {Association} of {Manufacturers}}, url = {http://kam.co.ke/}, language = {en-GB}, note = {Library Catalog: kam.co.ke KerkoCite.ItemAlsoKnownAs: 2129771:LHYKE2ME}, } @misc{kam_kenya_nodate, title = {Kenya {Association} of {Manufacturers} ({Kenya})}, url = {http://kam.co.ke/}, abstract = {Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.}, language = {en-GB}, urldate = {2018-12-09}, author = {{KAM}}, note = {UA-ba90ea7f-e649-43c5-829a-72b717f9ec5d KerkoCite.ItemAlsoKnownAs: 2129771:7JKKU2CT 2317526:UGD3NDIB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Industry, publicImportV1}, } @misc{noauthor_kenya_nodate, title = {Kenya {Association} of {Technical} {Training} {Institutions} {\textbar} {Home}}, url = {https://katti.co.ke/}, abstract = {The Kenya Association of Technical Training Institutions (KATTI) is the body that co-ordinates the activities of Technical Training Institutes all over the country. It was started in the year 1997.}, language = {en-gb}, urldate = {2020-02-02}, journal = {KATTI}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UZCSFG9C 2317526:6WXRV469}, } @misc{republic_of_kenya_ict_authority_kenya_2022, title = {Kenya {Digital} {Master} {Plan} 2022-2032}, url = {https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf}, author = {{Republic of Kenya ICT Authority}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FFGGH75Q 5242966:K4DDRZZZ}, } @misc{noauthor_kenya_2013, title = {Kenya {Institute} of {Curriculum} {Development} {Act}}, url = {https://kicd.ac.ke/wp-content/uploads/2017/10/KICDACT2013-1.pdf}, urldate = {2020-08-04}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ECWUYMCE}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Examination} {Council}}, url = {https://www.knec.ac.ke/}, language = {en-US}, urldate = {2020-08-05}, note = {Library Catalog: www.knec.ac.ke KerkoCite.ItemAlsoKnownAs: 2129771:XS5VGFYL}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Examination} {Council} {Act} {No}. 29}, url = {http://www.kenyalaw.org/lex/actviewbyid.xql?id=KE/LEG/EN/AR/K/NO.%2029%20OF%202012#KE/LEG/EN/AR/K/NO.%2029%20OF%202012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NNGPZVCX}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Qualifications} {Authority}}, url = {http://www.knqa.ac.ke/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G8KNV3GW}, } @misc{government_of_kenya_kenya_nodate, title = {Kenya {National} {Qualifications} {Authority}}, url = {http://www.knqa.go.ke/}, abstract = {Welcome to KNQA The Kenya National Qualifications Authority (KNQA) was set up in 2015 to help coordinate and harmonize education, training, assessment and quality assurance of all qualifications awarded in the country; with the view to improving quality and international comparability. The KNQF which the authority has developed and is now implementing}, language = {en-US}, urldate = {2018-12-19}, journal = {Kenya National Qualifications Authority}, author = {{Government of Kenya}}, note = {UA-2992c310-ce40-4185-8e5c-1fa75575eceb KerkoCite.ItemAlsoKnownAs: 2129771:43QIEMA4 2317526:M2NIIYMI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{noauthor_kenya_2014, title = {Kenya {National} {Qualifications} {Framework} {Act}}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf}, urldate = {2020-08-04}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LK23SSIH}, } @misc{government_of_kenya_kenya_2014, title = {Kenya {National} {Qualifications} {Framework} {Act} {Nº} 22}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf}, abstract = {AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes}, urldate = {2018-12-10}, author = {{Government of Kenya}}, year = {2014}, note = {UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @article{piper_kenyas_2015, title = {Kenya's {ICT} policy in practice: the effectiveness of tablets and e-readers in improving student outcomes}, volume = {2}, issn = {2326-3873, 2326-3873}, url = {https://files.eric.ed.gov/fulltext/EJ1133797.pdf}, doi = {10.18275/fire201502011025}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.}, language = {English}, number = {1}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {Publisher: Lehigh University Library and Technology Services, 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015 KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895972841?accountid=9851}, keywords = {African Languages, Control Groups, Cost Effectiveness, ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Educational Practices, Elementary Secondary Education, English (Second Language), Experimental Groups, Foreign Countries, Handheld Devices, Intervention, Kenya, Literacy, Outcomes of Education, Program Effectiveness, Randomized Controlled Trials, Reading Achievement, Student Improvement, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096974, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {3--18}, } @article{piper_kenyas_2015, title = {Kenya's {ICT} {Policy} in {Practice}: {The} {Effectiveness} of {Tablets} and {E}-readers in {Improving} {Student} {Outcomes}}, volume = {2}, issn = {2326-3873}, shorttitle = {Kenya's {ICT} {Policy} in {Practice}}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/2}, doi = {10.18275/fire201502011025}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.}, language = {en}, number = {1}, urldate = {2023-10-26}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2129771:GZKEZQ7R 2486141:NB2RBEP9}, } @article{price_key_2020, title = {Key {Barriers} to {Girls}’ {Education} in the {ASEAN} and {Pacific} {Region}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15738}, abstract = {This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.}, language = {en}, urldate = {2022-12-18}, author = {Price, Roz}, month = oct, year = {2020}, note = {Accepted: 2020-10-30T11:57:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KHN6N5AL 4869029:YF52Q5FQ}, keywords = {⛔ No DOI found}, } @article{wells_key_2009, title = {Key design factors in durable instructional technology professional development}, volume = {15}, issn = {1059-7069}, shorttitle = {Key design factors in durable instructional technology professional development}, url = {http://findarticles.com/p/articles/mi_7635/is_200701/ai_n32208458/}, number = {1}, journal = {Journal of Technology and Teacher Education}, author = {Wells, J G}, month = aug, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5ANP6TH6 261495:38AZSUFP}, keywords = {⛔ No DOI found}, pages = {101--118}, } @article{wells_key_2007, title = {Key design factors in durable instructional technology professional development}, volume = {15}, shorttitle = {Key design factors in durable instructional technology professional development}, journal = {Journal of Technology and Teacher Education}, author = {Wells, J.G.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PSMBFKBM 261495:UHAWPIM8}, keywords = {⛔ No DOI found}, pages = {101--118}, } @misc{refugees_key_nodate, title = {Key programme definitions}, url = {https://www.unhcr.org/publications/education/59ce50147/key-programme-definitions.html}, language = {en}, urldate = {2022-01-18}, journal = {UNHCR}, author = {Refugees, United Nations High Commissioner for}, } @techreport{hasler_keyword_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Keyword inventory}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoé and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3523935}, note = {EdTechHub.Source: 2405685:LSEETV6K KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:LSEETV6K}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Abkhazia XABKH, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kurdistan XKRDN, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Liechtenstein LIE, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Puntland XPTLD, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Ossetia XOSSA, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tibet XTIBT, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:p}, } @techreport{hasler_keyword_2019, title = {Keyword inventory for: {Berufsbildung} in {Sub}-{Sahara} {Afrika} - {Eine} systematische {Aufarbeitung} des {Forschungsstandes}}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, shorttitle = {Keyword inventory for}, url = {https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo}, abstract = {Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690}, urldate = {2019-12-30}, institution = {Zenodo}, author = {Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.3595604}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595604 2129771:BIKE35W3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:d}, } @techreport{mcburnie_keyword_2024, type = {Other}, title = {Keyword {Inventory} for {Systematic} {Literature} {Review} on {Understanding} {Quality} {Characteristics} of {EdTech} {Interventions} and {Implementation} for {Disadvantaged} {Pupils}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/UMDQH743}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris}, month = mar, year = {2024}, doi = {10.53832/opendeved.1074}, note = {ZenodoArchiveID: 10697635 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1074 ZenodoArchiveConcept: 10697634}, keywords = {Internal, \_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{mcburnie_keyword_2024, type = {Other}, title = {Keyword {Inventory} for {Systematic} {Literature} {Review} on {Understanding} {Quality} {Characteristics} of {EdTech} {Interventions} and {Implementation} for {Disadvantaged} {Pupils}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/RNQSKET7}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris}, month = mar, year = {2024}, doi = {10.53832/opendeved.1075}, note = {ZenodoArchiveID: 10697638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1075 ZenodoArchiveConcept: 10697637}, keywords = {Internal, \_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{mcburnie_keyword_2024, type = {Other}, title = {Keyword {Inventory} for {Systematic} {Literature} {Review} on {Understanding} {Quality} {Characteristics} of {EdTech} {Interventions} and {Implementation} for {Disadvantaged} {Pupils}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/H7Q6M6WZ}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1073}, note = {ZenodoArchiveID: 10697631 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1073 ZenodoArchiveConcept: 10697630}, keywords = {Internal, \_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_keyword_2020, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Keyword inventory with country statistics}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/55A44ZRB}, abstract = {Keyword inventory with country statistics (Updated July 2020)}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Khalayleh, Abdullah and McBurnie, Chris and McIntyre, Nora}, month = jul, year = {2020}, doi = {10.5281/zenodo.3908363}, note = {EdTechHub.Source: 2405685:55A44ZRB EdTechHub.Source: 2405685:55A44ZRB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:s, \_zenodoODE, publishPDF}, } @misc{noauthor_kfw_nodate, title = {{KfW} {Development} {Bank} {\textbar} {Home}}, url = {https://www.kfw-entwicklungsbank.de/International-financing/KfW-Entwicklungsbank/}, abstract = {Here you find information on the activities of KfW Development Bank.}, language = {en}, urldate = {2018-11-30}, note = {UA-ef55240d-abd3-4025-af06-bcf1ad108417 KerkoCite.ItemAlsoKnownAs: 2129771:U9GSFM27 2317526:4XVMVIVP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @article{ravens-sieberer_kidscreen_2005, title = {Kidscreen quality-of-life measure for children and adolescents}, volume = {5}, doi = {10.1586/14737167.5.3.353}, number = {3}, journal = {Expert Review of Pharmacoeconomics \& Outcomes Research}, author = {Ravens-Sieberer, U and Gosch, A and Erhart, M and Bruil, J and Duer, W and Auquier, P and Power, M and Abel, T and Czemy, L and Mazur, J and Czimbalmos, A and Tountas, Y and Hagquist, C and Kilroe, J}, year = {2005}, note = {the European KIDSCREEN Group KerkoCite.ItemAlsoKnownAs: 10.1586/14737167.5.3.353 2129771:AIRB5JEP 2486141:P3WXPN6U}, keywords = {Done:ReferenceFixed, eCubed}, } @book{perkins_king_2003, address = {Hoboken}, title = {King {Arthur}'s {Round} {Table}: {How} collaborative conversations create smart organizations}, isbn = {978-0-471-23772-3}, shorttitle = {King {Arthur}'s {Round} {Table}: {How} collaborative conversations create smart organizations}, publisher = {Wiley}, author = {Perkins, D.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H6GRZW6G 261495:5DCNT5WZ}, } @phdthesis{hasler_knizhnik-zamolodchikov-bernard_1998, address = {Hamburg}, type = {Diplomarbeit}, title = {Knizhnik-{Zamolodchikov}-{Bernard} equations and applications to conformal field theory}, copyright = {All rights reserved}, language = {en}, school = {Universität Hamburg}, author = {Haßler, Björn}, month = jun, year = {1998}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:2UYYHB42}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{opalo_knowing_nodate, title = {Knowing the {System}: {Incentives} and {Education} {Reforms} in {Tanzania}}, language = {en}, author = {Opalo, Ken}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:26F4DL2T}, keywords = {⛔ No DOI found}, pages = {14}, } @incollection{makgoba_knowledge_2004, title = {Knowledge and identity: {An} {African} {Vision} of {Higher} {Education} {Transformation}}, booktitle = {Towards an {African} {Identity} of {Higher} {Education}}, publisher = {Vista University}, author = {Makgoba, Malegapuru and Seepe, Sipho}, editor = {Seepe, Sipho}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W97H39RG}, } @article{kadzamira_knowledge_1997, title = {Knowledge and {Policy} {Formulation}: {Reducing} {Gender} {Inequalities} in {Education} in {Sub}-{Saharan} {Africa}: {Malawi} {Case} {Study}}, shorttitle = {Knowledge and {Policy} {Formulation}}, author = {Kadzamira, Esme C.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:24TA7GW7 4752638:37SVFI2R 4752638:BAUSN97U 4752638:ZWLZFPIU}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @inproceedings{do_rpinghaus_knowledge_2019, address = {Leipzig, Germany}, title = {Knowledge extraction and applications utilizing context data in knowledge graphs}, language = {en}, booktitle = {Proceedings of the federated conference on computer science and information systems}, author = {Do ̈rpinghaus, J and Stefan, A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R3JA9G97 2486141:2L3LMYYC}, keywords = {⛔ No DOI found}, pages = {265--272}, } @article{fauzi_knowledge_2022, title = {Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach}, volume = {ahead-of-print}, issn = {1367-3270}, shorttitle = {Knowledge hiding behavior in higher education institutions}, url = {https://doi.org/10.1108/JKM-07-2021-0527}, doi = {10.1108/JKM-07-2021-0527}, abstract = {Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.}, number = {ahead-of-print}, urldate = {2022-04-05}, journal = {Journal of Knowledge Management}, author = {Fauzi, Muhammad Ashraf}, month = jan, year = {2022}, keywords = {Academics, Higher education institution, Knowledge hiding, Knowledge sharing, Students}, } @book{mccandless_knowledge_2014, address = {New York, NY}, title = {Knowledge is beautiful}, isbn = {978-0-06-218822-9}, publisher = {Harper Design, an imprint of HarperCollinsPublishers}, author = {McCandless, David}, year = {2014}, keywords = {Curiosities and wonders, Pictorial works}, } @article{quarchioni_knowledge_2020, title = {Knowledge management in higher education: a literature review and further research avenues}, volume = {0}, issn = {1477-8238}, shorttitle = {Knowledge management in higher education}, url = {https://doi.org/10.1080/14778238.2020.1730717}, doi = {10.1080/14778238.2020.1730717}, abstract = {Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.}, number = {0}, urldate = {2022-04-05}, journal = {Knowledge Management Research \& Practice}, author = {Quarchioni, Sonia and Paternostro, Sergio and Trovarelli, Francesca}, month = mar, year = {2020}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/14778238.2020.1730717}, keywords = {Knowledge management, higher education, intellectual capital, systematic literature review, universities}, pages = {1--16}, } @article{mason_knowledge_2021, title = {Knowledge mobilisation in sub-{Saharan} {Africa}: an impact evaluation of {CPDL} in improving primary school children’s performance}, volume = {6}, issn = {2056-9548}, shorttitle = {Knowledge mobilisation in sub-{Saharan} {Africa}}, url = {https://doi.org/10.1108/JPCC-09-2020-0074}, doi = {10.1108/JPCC-09-2020-0074}, abstract = {Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation. Design/methodology/approach It was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools. Findings A largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up. Research limitations/implications Findings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial. Originality/value This lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance.}, language = {en}, number = {2}, urldate = {2022-12-08}, journal = {Journal of Professional Capital and Community}, author = {Mason, Miriam and Galloway, David}, month = jan, year = {2021}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-09-2020-0074 4869029:5BPDUKRR 4869029:9VXPD2PG 4869029:SH64FGRZ 4869029:WYD89XDB 4893635:AVYKQFV4 4893635:GAJKHRPK}, keywords = {Continuing professional development, Donors and NGOs, Equity, Inclusive education, Knowledge mobilisation, Professional learning networks, School improvement, Standards of attainment, Student attendance, Student financial support, Sub-Saharan Africa, Teacher education, \_C:Sierra Leone, \_authorsString:Second,A.B., \_checkedWith:AERD, \_research:Quantitative, \_type:Peer-reviewed article}, pages = {117--132}, } @article{ferguson_knowledge_nodate, title = {Knowledge mobilization plan}, language = {en}, author = {Ferguson, Nathan}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GIZ3LJVK 2486141:D2XCWAXW}, keywords = {⛔ No DOI found}, pages = {8}, } @misc{noauthor_knowledge_2022, title = {Knowledge {Pack} : {Digital} {Teaching} and {Learning}}, copyright = {Creative Commons Attribution CC BY 3.0 IGO}, url = {https://documents1.worldbank.org/curated/en/099120304132286876/pdf/P17425202703c80400872f014bab55254c3.pdf}, publisher = {World Bank}, author = {, EdTech Team}, year = {2022}, } @article{evoh_knowledge_2014, title = {Knowledge {Production} in the {Knowledge} {Economy}: {Higher} {Education} {Institutions} and the {Application} of {Innovations} in {ICT} for {Capacity} {Development} in {Africa}}, url = {https://www.emeraldinsight.com/doi/pdf/10.1108/S1479-3679(2013)0000021013}, abstract = {[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (\% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …}, language = {en}, author = {Evoh, CJ and Mugimu, Christopher and Chavula, Hopestone}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, P:economy, P:measurement, P:production, Q:ICT, Q:higher education, R:case study, R:qualitative, R:research method, T:TVET, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @misc{konnect_portal_konnect-_2020, title = {Konnect- {My} {School}}, url = {http://konnect.edu.bd/my-school/}, urldate = {2020-04-08}, journal = {Konnect}, author = {Konnect Portal}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELVQVDSV ELVQVDSV}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Needs} {Analysis} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EJ7BFWZM}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Klune, Christopher}, year = {2023}, doi = {10.53832/opendeved.0296}, note = {ZenodoArchiveID: 8392530 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392529}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Process} {Report}}, shorttitle = {{KS}-{TVET} {Life} {Skills} {Course}}, url = {https://docs.opendeved.net/lib/JB94RH53}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2024-01-17}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Macharia, Grace and Klune, Christopher}, month = nov, year = {2023}, doi = {10.53832/opendeved.1029}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Process} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/JB94RH53}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Macharia, Grace and Klune, Christopher}, month = nov, year = {2023}, doi = {10.53832/opendeved.1029}, note = {ZenodoArchiveID: 10200829 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1029 ZenodoArchiveConcept: 10200828}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course} {Progress} {Report}}, url = {https://docs.opendeved.net/lib/RMC522P5}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, urldate = {2024-01-17}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Klune, Christopher}, month = oct, year = {2023}, doi = {10.53832/opendeved.1022}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course} {Progress} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/RMC522P5}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Klune, Christopher}, month = oct, year = {2023}, doi = {10.53832/opendeved.1022}, note = {ZenodoArchiveID: 8413609 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1022 ZenodoArchiveConcept: 8413608}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{klune_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Project} {Brief}}, shorttitle = {{KS}-{TVET} {Life} {Skills} {Course}}, url = {https://docs.opendeved.net/lib/VE9ZNA68}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2024-01-17}, institution = {Open Development \& Education}, author = {Klune, Christopher and El-Serafy, Yomna and Macharia, Grace}, month = nov, year = {2023}, doi = {10.53832/opendeved.1030}, } @techreport{klune_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Project} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VE9ZNA68}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Klune, Christopher and El-Serafy, Yomna and Macharia, Grace}, month = nov, year = {2023}, doi = {10.53832/opendeved.1030}, note = {ZenodoArchiveID: 10200839 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1030 ZenodoArchiveConcept: 10200838}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Validation} {Report}}, shorttitle = {{KS}-{TVET} {Life} {Skills} {Course}}, url = {https://docs.opendeved.net/lib/N6IMHK4N}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, urldate = {2024-01-17}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Klune, Christopher}, month = oct, year = {2023}, doi = {10.53832/opendeved.1026}, } @techreport{el-serafy_ks-tvet_2023, title = {{KS}-{TVET} {Life} {Skills} {Course}: {Validation} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/N6IMHK4N}, abstract = {An output of the Open Development \& Education, https://.opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {El-Serafy, Yomna and Klune, Christopher}, month = oct, year = {2023}, doi = {10.53832/opendeved.1026}, note = {ZenodoArchiveID: 10047822 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1026 ZenodoArchiveConcept: 10047821}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{noauthor_l-at-h-rapidresponsereport-30april2020-updatedpdf_nodate, title = {L-at-{H}-rapidresponsereport-{30April2020}-updated.pdf}, url = {https://icponline.org/wp-content/uploads/2020/05/L-at-H-rapidresponsereport-30April2020-updated.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K5D3BLHF}, } @book{choi_lavenir_2020, address = {Washington, DC, USA}, series = {Africa {Development} {Forum} series}, title = {L’avenir du travail en {Afrique}}, copyright = {Creative Commons Attribution CC BY 3.0 IGO}, isbn = {978-1-4648-1761-8}, shorttitle = {The future of work in {Africa}}, language = {fr}, publisher = {World Bank Group}, editor = {Choi, Jieun and Dutz, Mark Andrew and Usman, Zainab}, year = {2020}, doi = {10.1596/978-1-4648-1685-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1685-7 2129771:5QZWF44G}, keywords = {\_yl:b}, } @incollection{ginestie_leftp_2012, address = {Marseille}, title = {L’{EFTP} en {Afrique} subsaharienne: où en est-on?}, shorttitle = {L’{EFTP} en {Afrique} subsaharienne}, url = {https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on}, abstract = {The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.}, language = {fr}, booktitle = {Éducation technologique, {Formation} professionnelle et égalité des chances}, publisher = {IUFM Aix-Marseille}, author = {Ginestié, Jacques and Huot-Marchand, Hervé and Delahaies, Laetitia}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, -RRQv:f2-H-fr, AA:SSA, C:Central African Republic, C:Gabon, C:Ivory Coast, C:Senegal, C:Tunisia, CLL:fr, publicImportV1, ⛔ No DOI found}, pages = {61--76}, } @techreport{walther_formation_2007, title = {La formation professionnelle en secteur informel - ou {Comment} dynamiser l’économie des pays en développement? {Les} conclusions d’une enquête terrain dans sept pays africains.}, shorttitle = {La formation professionnelle en secteur informel}, language = {French}, institution = {Agence Française de Développmement}, author = {Walther, Richard and Filipiak, Ewa}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQv:f2-H-fr, C:Angola, C:Benin, C:Cameroun, C:Ethiopia, C:Morocco, C:Senegal, CLL:fr, publicImportV1}, } @article{lebatteux_prise_2012, title = {La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français}, abstract = {Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.}, language = {fr}, author = {Lebatteux, Nicole}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:946NJP4G 2317526:GJ94Y7MI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:France, publicImportV1, ⛔ No DOI found}, } @techreport{azoh_recherche_2012, address = {Ouagadougou, Burkina Faso}, title = {La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest}, url = {http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf}, abstract = {[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …}, language = {French}, institution = {NORRAG; ROCARE}, author = {Azoh, François-Joseph and Weyer, Frédérique and Carton, Michel}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSBEIDQR 2317526:AVQL6L32 2317526:JLIAVL84}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQv:f2-H-fr, A:Africa, A:West Africa, C:Burkina Faso, C:Ivory Coast, CA:AandC, CC:Burkina Faso, CC:Ghana, CC:Ivory Coast, CL:en, CL:fr, CLL:fr, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:pay, Q:certificate, T:Ausbildung, T:TVET, \_C:Ghana GHA, publicImportV1}, } @article{rodriguez_tablet_2019, title = {La {Tablet} en la escuela: {Revisión} bibliográfica en {Scopus}}, volume = {6}, shorttitle = {La {Tablet} en la escuela}, doi = {10.21503/hamu.v6i1.1579}, number = {1}, journal = {Hamut{\textbackslash}' ay}, author = {Rodríguez, María Montserrat Castro and Suárez, Óscar Mallón}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21503/hamu.v6i1.1579 10/gf62gd 2129771:6WIRJVSN 2129771:NY65TXXB 2129771:TCZDYJM9 2129771:VC8RK2UT}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Costa Rica CRI, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:India IND, \_C:Norway NOR, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, pages = {124--139}, } @article{garcia_trascendencia_2020, title = {La trascendencia de la {Realidad} {Aumentada} en la motivación estudiantil. {Una} revisión sistemática y meta-análisis}, volume = {15}, number = {1}, journal = {Alteridad: revista de educación}, author = {García, Gerardo Gómez and Jiménez, Carmen Rodríguez and Marín, José Antonio Marín}, year = {2020}, note = {Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:329JQ4QE 2129771:6BU267PH}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {36--46}, } @inproceedings{ramage_labeled_2009, title = {Labeled {LDA}: {A} supervised topic model for credit attribution in multi-labeled corpora}, shorttitle = {Labeled {LDA}}, url = {https://aclanthology.org/D09-1026.pdf}, urldate = {2024-02-23}, booktitle = {Proceedings of the 2009 conference on empirical methods in natural language processing}, author = {Ramage, Daniel and Hall, David and Nallapati, Ramesh and Manning, Christopher D.}, year = {2009}, keywords = {⛔ No DOI found}, pages = {248--256}, } @article{gertler_labor_2014, title = {Labor {Market} {Returns} to an {Early} {Childhood} {Stimulation} {Intervention} in {Jamaica}.}, volume = {344}, url = {https://pubmed.ncbi.nlm.nih.gov/24876490/}, doi = {10.1126/science.1251178}, journal = {Science}, author = {Gertler, Paul and Heckman, James and Pinto, Rodrigo and Zanolini, Arianna and Vermeersch, Christel and Walker, Susan and Chang, Susan M. and Grantham-McGregor, Sally}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q4EZ83HT 2129771:S8P8CH43}, pages = {998--1001}, } @misc{sally_weale_labour_2021, title = {Labour flags concern over outsourcing of {England} catch-up tuition}, url = {http://www.theguardian.com/politics/2021/jun/03/labour-flags-concern-over-outsourcing-of-england-catch-up-tuition}, abstract = {Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour}, language = {en}, urldate = {2021-06-04}, journal = {the Guardian}, author = {Sally Weale}, month = jun, year = {2021}, note = {Section: Politics}, } @techreport{megha-bongnkar_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Audit} of content repositories for early-grade literacy}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {4}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0208}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0208 2129771:NMYVR3QF}, keywords = {Author:OpenDevEd}, } @techreport{megha-bongnkar_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Capacity} strengthening report}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {11}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Gonsalves, Sarah-Lee and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0215}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0215 2129771:T4Q5I92Z}, keywords = {Author:OpenDevEd}, } @techreport{dangelo_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Curriculum} coding schemes}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {5}, institution = {Open Development \& Education}, author = {D’Angelo, Sophia and Regis, Callista and Megha-Bongnkar, Ghislaine and McBurnie, Chris and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0209}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0209 2129771:IX96CIPY}, keywords = {Author:OpenDevEd}, } @techreport{megha-bongnkar_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program} - {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {9}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Gonsalves, Sarah-Lee and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0213}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0213 2129771:CV4GUYZ6}, keywords = {Author:OpenDevEd, \_\_\_duplicate\_item}, } @techreport{mcburnie_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Mid}-term report}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {8}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0212}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0212 2129771:24FYFK9R}, keywords = {Author:OpenDevEd}, } @techreport{megha-bongnkar_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Outputs} register}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {12}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Gonsalves, Sarah-Lee and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0216}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0216 2129771:PYEZTVZI}, keywords = {Author:OpenDevEd}, } @techreport{regis_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Teacher} categorisation inputs}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {6}, institution = {Open Development \& Education}, author = {Regis, Callista and Megha-Bongnkar, Ghislaine and McBurnie, Chris and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0210}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0210 2129771:FLLKKXY5}, keywords = {Author:OpenDevEd}, } @techreport{regis_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {User} testing resuts}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {7}, institution = {Open Development \& Education}, author = {Regis, Callista and Megha-Bongnkar, Ghislaine and McBurnie, Chris and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0211}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0211 2129771:LYEE4WYI}, keywords = {Author:OpenDevEd}, } @book{ajadi_lady_2014, address = {Robbinston}, edition = {Winter}, title = {'{Lady} {Marina}: {Proposed} {Skyscraper} in {Lagos} {Nigeria}', {Off} the coast international poetry journal}, language = {en}, publisher = {Resolute Bear Press}, author = {Ajadi, S.B.}, year = {2014}, } @article{nugraha_lagu_2018, title = {Lagu {Nusantara}: {Android} {Role} {Playing} {Game} for {Elementary} {School} {Music} {Learning}}, volume = {7}, shorttitle = {Lagu {Nusantara}}, number = {2}, journal = {Journal of Primary Education}, author = {Nugraha, R. Gita Ardhy and Florentinus, Totok Sumaryanto and Utomo, Kamsidjo Budi}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:C3XD4NC3 2129771:XM76PTYB}, keywords = {\_C:Indonesia IDN, \_C:Korea XKOR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {137--145}, } @inproceedings{bengoetxea_laguntest_2020, title = {{LagunTest}: {A} {NLP} {Based} {Application} to {Enhance} {Reading} {Comprehension}}, shorttitle = {{LagunTest}}, booktitle = {Proceedings of the 1st {Workshop} on {Tools} and {Resources} to {Empower} {People} with {REAding} {DIfficulties} ({READI})}, author = {Bengoetxea, Kepa and Gonzalez-Dios, Itziar and Aguirregoitia, Amaia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:USC7Z59C}, keywords = {\_C:Belgium BEL, \_C:Catalan Republic XCATA, \_C:France FRA, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {63--69}, } @techreport{ajadi_land_2017, type = {[{Research} {Report}] {IFRA}-{Nigeria} {Working} {Papers} {Series} 66,}, title = {Land and the “{Gradient} {Forces}” of {Religion} and {Urbanism}: {The} {Gospel} {Town}}, language = {en}, institution = {IFRA-Nigeria}, author = {Ajadi, S.B.}, year = {2017}, doi = {https://hal.science/hal-03376588}, pages = {1--17}, } @inproceedings{tudunwada_land_2016, address = {Kano}, title = {Land {Quality} {Assessment} in the {Dalili} {Sector} of {Kano} {River} {Irrigation} {Project}}, language = {en}, booktitle = {Second {International} {Conference} on {Drylands}}, publisher = {Bayero University}, author = {Tudunwada, I.Y.}, year = {2016}, keywords = {⛔ No DOI found}, } @article{ajadi_landscape_2010, title = {'{Landscape} {Lull}' {Sunday} {Sun} ({National}}, volume = {7 [35}, language = {no}, journal = {November}, author = {Ajadi, S.B.}, year = {2010}, note = {Place: Ajadi, S.B}, keywords = {⛔ No DOI found}, } @book{kim_landscape_2017, address = {Washington, DC}, title = {Landscape report on early grade literacy}, url = {https://global}, publisher = {USAID}, author = {Kim, Y.-S.G. and Boyle, H. and Zuilkowski, S.S. and Nakamura, P.}, year = {2017}, } @misc{noauthor_landscape_nodate, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}? {\textbar} {INEE}}, url = {https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference}, urldate = {2021-05-27}, } @techreport{dahya_landscape_2016, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}? {\textbar} {INEE}}, shorttitle = {Landscape {Review}}, url = {https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference}, abstract = {Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.}, author = {Dahya, Negin}, year = {2016}, } @article{howie_language_2003, title = {Language and other background factors affecting secondary pupils' performance in {Mathematics} in {South} {Africa}}, volume = {7}, issn = {1811-7295, 2469-7656}, url = {https://www.tandfonline.com/doi/full/10.1080/10288457.2003.10740545}, doi = {10.1080/10288457.2003.10740545}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Howie, Sarah J.}, month = jan, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2003.10740545 2129771:LFEULWR2}, pages = {1--20}, } @techreport{adekola_language_2007, address = {Washington, DC}, title = {Language, literacy, and learning in primary schools: {Implications} for teacher development programs in {Nigeria}}, shorttitle = {Language, literacy, and learning in primary schools: {Implications} for teacher development programs in {Nigeria}}, url = {https://openknowledge.worldbank.org/handle/10986/6737}, institution = {The World Bank}, author = {Adekola, O. A.}, year = {2007}, note = {96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB}, } @misc{brown_language_2020, title = {Language {Models} are {Few}-{Shot} {Learners}}, url = {http://arxiv.org/abs/2005.14165}, doi = {10.48550/arXiv.2005.14165}, abstract = {Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Brown, Tom B. and Mann, Benjamin and Ryder, Nick and Subbiah, Melanie and Kaplan, Jared and Dhariwal, Prafulla and Neelakantan, Arvind and Shyam, Pranav and Sastry, Girish and Askell, Amanda and Agarwal, Sandhini and Herbert-Voss, Ariel and Krueger, Gretchen and Henighan, Tom and Child, Rewon and Ramesh, Aditya and Ziegler, Daniel M. and Wu, Jeffrey and Winter, Clemens and Hesse, Christopher and Chen, Mark and Sigler, Eric and Litwin, Mateusz and Gray, Scott and Chess, Benjamin and Clark, Jack and Berner, Christopher and McCandlish, Sam and Radford, Alec and Sutskever, Ilya and Amodei, Dario}, month = jul, year = {2020}, note = {arXiv:2005.14165 [cs]}, keywords = {Computer Science - Computation and Language}, } @techreport{trudell_language_nodate, type = {Science of {Teaching}}, title = {Language of {Instruction} in {Foundational} {Literacy} \& {Numeracy} {Programs} in {subSarahan} {Africa}: {The} {Basics}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/LOI-Basics-1.pdf}, urldate = {2022-07-28}, author = {Trudell, Barbara and Ralaingita, Wendi and Dubeck, Margaret M. and Piper, Benjamin and Norman, Julianne}, } @misc{pattillo_lant_2020, title = {Lant {Pritchett} on 5 {Ways} {We} {Can} {Learn} {From} {Biology} to {Shift} {Education} {Systems}}, url = {https://medium.com/edwell/lant-pritchett-on-5-ways-we-can-learn-from-biology-to-shift-education-systems-5d5afb8ee108}, abstract = {An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it.}, language = {en}, urldate = {2020-10-24}, journal = {Medium}, author = {Pattillo, Kat}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QKTCUDJN}, } @article{martin-martin_large_2021, title = {Large coverage fluctuations in {Google} {Scholar}: a case study}, shorttitle = {Large coverage fluctuations in {Google} {Scholar}}, url = {http://arxiv.org/abs/2102.07571}, abstract = {Unlike other academic bibliographic databases, Google Scholar intentionally operates in a way that does not maintain coverage stability: documents that stop being available to Google Scholar's crawlers are removed from the system. This can also affect Google Scholar's citation graph (citation counts can decrease). Furthermore, because Google Scholar is not transparent about its coverage, the only way to directly observe coverage loss is through regular monitorization of Google Scholar data. Because of this, few studies have empirically documented this phenomenon. This study analyses a large decrease in coverage of documents in the field of Astronomy and Astrophysics that took place in 2019 and its subsequent recovery, using longitudinal data from previous analyses and a new dataset extracted in 2020. Documents from most of the larger publishers in the field disappeared from Google Scholar despite continuing to be available on the Web, which suggests an error on Google Scholar's side. Disappeared documents did not reappear until the following index-wide update, many months after the problem was discovered. The slowness with which Google Scholar is currently able to resolve indexing errors is a clear limitation of the platform both for literature search and bibliometric use cases.}, urldate = {2021-04-17}, journal = {arXiv:2102.07571 [cs]}, author = {Martín-Martín, Alberto and López-Cózar, Emilio Delgado}, month = feb, year = {2021}, note = {arXiv: 2102.07571 KerkoCite.ItemAlsoKnownAs: 2129771:XT6UQWA6}, keywords = {Computer Science - Digital Libraries, ⛔ No DOI found}, } @article{tang_large_nodate, title = {Large {Language} {Model} ({LLM}) {Racial} {Bias} {Evaluation}}, url = {https://www.researchgate.net/profile/Yucong-Duan/publication/377963440_Large_Language_Model_LLM_Racial_Bias_Evaluation_--DIKWP_Research_Group_International_Standard_Evaluation_Prof_Yucong_Duan/links/65bf8245790074549761d3a3/Large-Language-Model-LLM-Racial-Bias-Evaluation--DIKWP-Research-Group-International-Standard-Evaluation-Prof-Yucong-Duan.pdf}, urldate = {2024-02-24}, author = {Tang, Fuliang and Wu, Kunguang and Guo, Zhendong and Huang, Shuaishuai and Mei, Yingtian and Wang, Yuxing and Yang, Zeyu and Gong, Shiming}, keywords = {⛔ No DOI found}, } @techreport{noauthor_large_nodate, title = {Large {Learning} {Gains} in {Pockets} of {Extreme} {Poverty}: {Experimental} {Evidence} from {Guinea} {Bissau}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QL9H8G3Q}, } @techreport{fazzio_large_2020, address = {Cambridge, MA}, title = {Large {Learning} {Gains} in {Pockets} of {Extreme} {Poverty}: {Experimental} {Evidence} from {Guinea} {Bissau}}, shorttitle = {Large {Learning} {Gains} in {Pockets} of {Extreme} {Poverty}}, url = {http://www.nber.org/papers/w27799.pdf}, abstract = {Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.}, language = {en}, number = {w27799}, urldate = {2020-11-30}, institution = {National Bureau of Economic Research}, author = {Fazzio, Ila and Eble, Alex and Lumsdaine, Robin and Boone, Peter and Bouy, Baboucarr and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Johnson, Simon and Silva, Ana Filipa}, month = sep, year = {2020}, doi = {10.3386/w27799}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27799 2129771:SEJMGZ2U}, pages = {w27799}, } @article{visser_large-scale_2021, title = {Large-scale comparison of bibliographic data sources: {Scopus}, {Web} of {Science}, {Dimensions}, {Crossref}, and {Microsoft} {Academic}}, shorttitle = {Large-scale comparison of bibliographic data sources}, url = {http://arxiv.org/abs/2005.10732}, abstract = {We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature.}, urldate = {2021-04-26}, journal = {arXiv:2005.10732 [cs]}, author = {Visser, Martijn and van Eck, Nees Jan and Waltman, Ludo}, month = jan, year = {2021}, note = {arXiv: 2005.10732}, keywords = {Computer Science - Digital Libraries, ⛔ No DOI found}, } @article{teijema_large-scale_2023, title = {Large-{Scale} {Simulation} {Study} of {Active} {Learning} models for {Systematic} {Reviews}}, volume = {1}, url = {https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1}, urldate = {2024-03-12}, journal = {PsyArXiv. November}, author = {Teijema, Jelle J. and de Bruin, Jonathan and Bagheri, Ayoub and van de Schoot, Rens}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:PMS6A7GP}, keywords = {⛔ No DOI found}, } @article{teijema_large-scale_2023, title = {Large-{Scale} {Simulation} {Study} of {Active} {Learning} models for {Systematic} {Reviews}}, url = {https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1}, doi = {10.31234/osf.io/2w3rm}, abstract = {The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.}, urldate = {2023-11-28}, author = {Teijema, Jelle Jasper and de Bruin, Jonathan and Bagheri, Ayoub and van de Schoot, Rens}, year = {2023}, note = {Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2129771:DWE4XYJU 2405685:QH5K46LQ 2486141:PSU8KBB4}, keywords = {\_Added-ailr-2024}, } @article{lahn_large-scale_2019, series = {Journal}, title = {Large-scale studies of holistic professional competence in vocational education and training ({VET}). {The} case of {Norway}}, doi = {10.13152/IJRVET.6.2.2}, abstract = {© 2019 European Research Network Vocational Education and Training. All rights reserved. Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.}, journal = {International Journal for Research in Vocational Education and Training}, author = {Lahn, Leif Chr and Nore, Hæge}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.2 2129771:CGSIEETK 2129771:EVDC4PCL}, } @misc{noauthor_lateralio_nodate, title = {Lateral.io: {Enhancing} {Literature} {Review} {Speed}}, shorttitle = {Lateral.io}, url = {https://eightify.app/summary/computer-science-and-technology/lateral-io-enhancing-literature-review-speed}, abstract = {Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C44KA5KT 2405685:GYBILIAR 2486141:WREAQXCZ}, keywords = {\_Added-ailr-2024}, } @misc{elsevier_launch_nodate, title = {Launch of {Scopus} {AI} to {Help} {Researchers} {Navigate} the {World} of {Research}}, url = {https://www.elsevier.com/about/press-releases/launch-of-scopus-ai-to-help-researchers-navigate-the-world-of-research}, abstract = {Developed and tested with the research community, Scopus AI combines the world’s largest database of curated scientific literature with responsible AI}, language = {en-US}, urldate = {2024-01-19}, journal = {www.elsevier.com}, author = {{Elsevier}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4DGSBL4W 2405685:4YZKKIHS 2486141:H3WSGF68}, } @article{rose_launch_2018, title = {Launch of the {African} {Education} {Research} {Database}}, author = {Rose, Pauline and Mitchell, Rafael and Asare, Samuel}, year = {2018}, keywords = {⛔ No DOI found}, } @misc{noauthor_launch-summary-gender-and-environment-building-evidence-and-policies--achieve--sdgspdf_nodate, title = {launch-summary-gender-and-environment-building-evidence-and-policies-to-achieve-the-{SDGs}.pdf}, url = {https://www.oecd.org/environment/launch-summary-gender-and-environment-building-evidence-and-policies-to-achieve-the-SDGs.pdf}, urldate = {2024-03-24}, } @article{yut_lda_2017, title = {{LDA}*: a robust and large-scale topic modeling system}, volume = {10}, issn = {2150-8097}, shorttitle = {{LDA}*}, url = {https://dl.acm.org/doi/10.14778/3137628.3137649}, doi = {10.14778/3137628.3137649}, abstract = {We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" ---relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough ---Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months.}, language = {en}, number = {11}, urldate = {2024-02-23}, journal = {Proceedings of the VLDB Endowment}, author = {Yut, Lele and Zhang, Ce and Shao, Yingxia and Cui, Bin}, month = aug, year = {2017}, pages = {1406--1417}, } @book{hasler_guide_2015, title = {Le guide {REL} pour les écoles}, copyright = {CC BY 4.0}, language = {fr}, publisher = {African Virtual University}, author = {Haßler, Björn and Alexandre, Sofia}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:8V7DSL2C}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{moussone_renforcement_2018, title = {Le renforcement de la formation technique et l’industrialisation en {Afrique} subsaharienne : le cas du {Gabon}}, volume = {32}, issn = {1953-6119, 2264-525X}, shorttitle = {Le renforcement de la formation technique et l’industrialisation en {Afrique} subsaharienne}, url = {http://www.cairn.info/revue-marche-et-organisations-2018-2-page-153.htm}, doi = {10.3917/maorg.032.0153}, abstract = {The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.}, language = {fr}, number = {2}, urldate = {2018-12-26}, journal = {Marché et organisations}, author = {Moussone, Emmanuel and Metougue Nang, Prosper}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3917/maorg.032.0153 10/gf62xr 2129771:HRRLBPVW 2317526:IEVXZ7GJ 2317526:ZHSJXMW3 UTI-26D9E3E9-03B0-3044-ABFC-35627CE2E7BE}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, -RRQv:f2-H-fr, A:Sub-Saharan Africa, C:Gabon, CA:AandC, CL:en, CL:fr, CLL:fr, CLS:en, CT:A, CT:C, CT:D, CT:T, D:developing nation, T:Training, publicImportV1}, } @misc{noauthor_leadership_nodate, title = {Leadership and {Management} - {Unit} 3 {Resources} for {College} {Leaders}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVUX3F9P 2129771:YW4J9F9K}, } @misc{noauthor_leadership_nodate, title = {Leadership and {Quality} {Assurance} of {Teaching} and {Learning} - {Resources} for {College} {Leadership}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKKTNZ9L 2129771:KPI4TPTL}, } @phdthesis{robertson_leadership_2015, title = {Leadership development for technical and vocational education and training college leaders in {South} {Africa}: {A} post-graduate curriculum framework}, url = {http://scholar.sun.ac.za/handle/10019.1/96966}, abstract = {ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt \& McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt \& McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.}, language = {en}, author = {Robertson, Catherine A and Du Plessis, CA}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQTXPUGS 2317526:DKF7G2VI UTI-CACA454E-39E3-3CEB-BAB8-A2EFFDF58548}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:T, F:curriculum, F:leadership, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{makoe_leadership_2021, title = {Leadership for {Development}: {Re}-shaping {Higher} {Education} {Futures} and {Sustainability} in {Africa}}, volume = {8}, copyright = {Copyright (c) 2021 Mpine Makoe, Don Olcott}, issn = {2311-1550}, shorttitle = {Leadership for {Development}}, url = {https://jl4d.org/index.php/ejl4d/article/view/569}, abstract = {Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Makoe, Mpine and Olcott, Don}, month = nov, year = {2021}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PWQ9F2W9}, keywords = {Africa, Higher Education, Leadership, Ubuntu, \_genre:PR-primary\_research, digital technologies, ⛔ No DOI found}, pages = {487--500}, } @article{abdullah_leadership_2021, title = {Leadership, {Task} {Load} {And} {Job} {Satisfaction}: {A} {Review} {Of} {Special} {Education} {Teachers} {Perspective}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, shorttitle = {Leadership, {Task} {Load} {And} {Job} {Satisfaction}}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6753}, abstract = {There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Abdullah, Ahmad Shakani bin and Rahim, Iklima Husna Binti Abdul and Jeinie, Mohammad Halim bin and Zulkafli, Muhammad Shakir Bin and Nordin, Mohd Norazmi bin}, month = may, year = {2021}, note = {Number: 11}, keywords = {C:Malaysia, \_C:Malaysia MYS, \_genre:LR-literature\_review, ⛔ No DOI found}, pages = {5300--5306}, } @book{hawkins_leadership_2021, title = {Leadership team coaching: {Developing} collective transformational leadership}, shorttitle = {Leadership team coaching}, url = {https://books.google.co.uk/books?hl=en&lr=&id=1xgwEAAAQBAJ&oi=fnd&pg=PP1&dq=Hawkins+et+al.+2021&ots=r4tin9mrX9&sig=bPHranHYeW7A17EJKyQ7DiVsdcM}, urldate = {2024-02-29}, publisher = {Kogan Page Publishers}, author = {Hawkins, Peter}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:WUBRDLE7}, keywords = {Final\_citation}, } @misc{noauthor_leading_nodate, title = {Leading and teaching for diversity {\textbar} {VVOB} {South} {Africa}}, url = {https://southafrica.vvob.org/leading-and-teaching-diversity}, urldate = {2021-06-22}, } @misc{noauthor_leading_nodate, title = {Leading {Curriculum}, {Training} and {Learning} {Unit} 4 - {Resources} for {College} {Leaders}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6872RWJ5 2129771:QQGV7H5P}, } @misc{noauthor_leading_nodate, title = {Leading {Institutional} {Strengthening} - {Unit} 2 {Resources} for {College} {Leadership}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TM2V5K8B 2129771:V5KKTNRG}, } @incollection{hofmann_leading_2016, title = {Leading professional change through research (ing): {Conceptual} tools for professional practice and research}, shorttitle = {Leading professional change through research (ing)}, booktitle = {Transformative {Doctoral} {Research} {Practices} for {Professionals}}, publisher = {Brill Sense}, author = {Hofmann, Riikka}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4Z8HJBYY}, keywords = {\_\_C:filed:1}, pages = {141--154}, } @book{chang_lean_2018, title = {Lean {Impact}: {How} to {Innovate} for {Radically} {Greater} {Social} {Good}}, isbn = {978-1-119-50659-1}, shorttitle = {Lean {Impact}}, abstract = {Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Chang, Ann Mei}, month = oct, year = {2018}, note = {Google-Books-ID: S8h1DwAAQBAJ}, keywords = {Business \& Economics / Development / Sustainable Development, Business \& Economics / General, Business \& Economics / Nonprofit Organizations \& Charities / Management \& Leadership, Social Science / Philanthropy \& Charity}, } @book{chang_lean_2018, address = {Hoboken, New Jersey}, edition = {1st edition}, title = {Lean {Impact}: {How} to {Innovate} for {Radically} {Greater} {Social} {Good}}, isbn = {978-1-119-50660-7}, shorttitle = {Lean {Impact}}, language = {English}, publisher = {Wiley}, author = {Chang, Ann Mei}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HF9CSAFV 4426965:IGJF7ZF7 4804264:JBQKV3PP}, } @article{schweisfurth_learner-centred_2011, title = {Learner-centred education in developing country contexts: {From} solution to problem?}, volume = {31}, issn = {0738-0593}, shorttitle = {Learner-centred education in developing country contexts}, url = {http://www.sciencedirect.com/science/article/pii/S0738059311000472}, doi = {10.1016/j.ijedudev.2011.03.005}, abstract = {Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?}, language = {EN}, number = {5}, urldate = {2015-01-26}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = sep, year = {2011}, note = {EdTechHub.Source: 261495:XXWTECRZ KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2129771:EC9IQLP9 2129771:MRVKFR4A 2405685:LDEHPJCR 261495:MFFSFUSR 261495:XXWTECRZ}, keywords = {\_C:Barbados BRB, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Canada CAN, \_C:China CHN, \_C:Eritrea ERI, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Indonesia IDN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Sierra Leone SLE, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {425--432}, } @article{schweisfurth_learner-centred_2013, title = {Learner-centred education in international perspective}, volume = {2}, url = {http://e-journal.um.edu.my/public/article-view.php?id=3668}, doi = {10.14425/00.45.70}, number = {1}, urldate = {2015-04-30}, journal = {Journal of International and comparative Education}, author = {Schweisfurth, Michele}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.14425/00.45.70 10/gfw2md 2129771:XA3LV525 261495:N4QCNPI6}, pages = {1--8}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2015-04-30}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP 261495:MKR85MV3}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{lange_learner_2014, title = {Learner orientation through professional development of teachers? {Empirical} results from cascade training in {Anglophone} {Cameroon}}, volume = {44}, issn = {0305-7925, 1469-3623}, shorttitle = {Learner orientation through professional development of teachers?}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027}, doi = {10.1080/03057925.2013.841027}, language = {en}, number = {4}, urldate = {2015-12-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Lange, Sarah}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CCZ:Cameroon, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:attitude, F:learning, F:teaching, P:measurement, P:service industry, P:teacher training, P:teachers, R:quantitative, T:Ausbildung, T:trainee, T:work-based learning, Z:cascade training, Z:learner orientation, Z:professional development, Z:sub-Saharan Africa, Z:teachers, publicImportV1}, pages = {587--612}, } @misc{noauthor_learner_nodate, title = {Learner {Variability} {Project}}, url = {https://digitalpromise.org/initiative/learner-variability-project/}, abstract = {Uncovering strategies to meet learners where they are across varied contexts and needs by incorporating research on learning variability}, language = {en-US}, urldate = {2023-02-02}, journal = {Digital Promise}, } @techreport{uncef_ecaro_learnin_2021, title = {{LearnIn} {Implementation} {Plan} 2020 - 2025}, url = {https://www.unicef.org/eca/media/19846/file}, urldate = {2022-12-26}, author = {UNCEF ECARO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:2AYDVKZN}, keywords = {Final\_citation, cited, existing}, } @techreport{hassan_learning_nodate, title = {Learning {About} {My} {Education} {Evidence}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/PCU4S93K}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {Open Development \& Education}, author = {Hassan, Mansour}, doi = {10.5281/zenodo.8228604}, note = {ZenodoArchiveID: 8228604 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8228604 ZenodoArchiveConcept: 8228603}, keywords = {\_r:AddedByZotZen-Plus}, } @article{nadel_learning_nodate, title = {Learning about {Program} {Design} {With} {Rugged} {Fitness} {Spaces}}, abstract = {We propose that we live in a world characterized by a hyperdimensional design space with a rugged fitness function. All aspects of our environment interact to change the outcomes and impact of social programs (hyperdimensionality). Small adjustments to program designs can cause big changes to outcomes and impact (rugged fitness function). In this world, we benefit from learning about social programs through testing more points along the design space, even when our sample sizes are compromised. We run a simulation comparing the program impact when learning is done through crawling the design space (CDS) vs. through randomized control trials and find that CDS generates greater impact. We motivate our study through our experiences designing a skill set-signaling program for new entrants to the labor market.}, language = {en}, author = {Nadel, Sara and Pritchett, Lant}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NSFFGLX6 2447227:AWC7TE7B}, keywords = {⛔ No DOI found}, pages = {46}, } @article{filmer_learning-adjusted_2020, title = {Learning-{Adjusted} {Years} of {Schooling} ({LAYS}): {Defining} a {New} {Macro} {Measure} of {Education}}, volume = {77}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {https://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 2129771:JD9NMALA 2129771:XKPBPV8V}, pages = {101971}, } @article{filmer_learning-adjusted_2020, title = {Learning-adjusted years of schooling ({LAYS}): {Defining} a new macro measure of education}, volume = {77}, issn = {0272-7757}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {https://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, abstract = {The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.}, language = {en}, urldate = {2022-11-24}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, month = aug, year = {2020}, keywords = {Education, Human capital, Learning, Returns to education, Schooling, Test Scores}, pages = {101971}, } @techreport{noauthor_learning_nodate, title = {{LEARNING} {AND} {BEHAVIOUR} {SUPPORT} training manual {Edukans} 2021\_1.pdf}, url = {https://inee.org/system/files/resources/LEARNING%20AND%20BEHAVIOUR%20SUPPORT%20training%20manual%20Edukans%202021_1.pdf}, urldate = {2021-04-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FN5FFJ35}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{fuller_learning_2005, title = {Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning}, volume = {31}, issn = {0141-1926, 1469-3518}, shorttitle = {Learning as peripheral participation in communities of practice}, url = {http://doi.wiley.com/10.1080/0141192052000310029}, doi = {10.1080/0141192052000310029}, language = {en}, number = {1}, urldate = {2016-02-13}, journal = {British Educational Research Journal}, author = {Fuller, Alison and Hodkinson, Heather and Hodkinson, Phil and Unwin, Lorna}, month = feb, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0141192052000310029 10/dh2t47 2129771:UWPXNSF6 261495:WTXXFZ47}, pages = {49--68}, } @article{champeaux_learning_nodate, title = {Learning at home: home schooling resources and children’s learning during the {COVID}-19 lockdown in {France} and {Italy}}, abstract = {School closures, forced by the COVID-19 crisis in many countries, impacted on children’s lives and their learning process. There will likely be substantial and persistent disparities between families in terms of education outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children’s learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy on children’s use of time, distance learning resources and emotional status, we analyse how the lockdown has affected children’s use of time, their emotional wellbeing and their home learning process. We also estimate child fixed effects models to identify the main contributors of children’s status during the lockdown. The analysis focuses on the role played by online classes or other interactive methods on children’s home learning and emotional status. We find that the lockdown had a stronger impact on Italian families, both in terms of educational progress evaluation and of children’s emotional status, but attending online classes strongly reduced the negative impact in Italy, highlighting the major role played by teachers and children’s interaction with them in the Italian educational system. The less rigidly structured French classes, changing often teachers and classmates, may have contributed to build children’s independence from teachers and peer interactions, increasing their educational resilience during the COVID-19 lockdown.}, language = {en}, author = {Champeaux, Hugues and Mangiavacchi, Lucia and Marchetta, Francesca and Piccoli, Luca}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6Y5NQ59N}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {26}, } @misc{noauthor_learning_nodate, title = {Learning at {Scale}—{A} {Call} for {Successful}, {Large}-{Scale} {Numeracy} and {Government}-led {Programs}}, url = {https://www.cgdev.org/blog/learning-scale-call-successful-large-scale-numeracy-and-government-led-programs}, abstract = {The Learning at Scale research team is seeking current programs that have demonstrated significant impact on learning outcomes and are operating at scale. For this phase of the study, we are looking for two types of programs: 1) programs with demonstrated effectiveness on numeracy outcomes at scale; or 2) programs that are fully implemented by government bodies (not implementing partner led or directed programs) with demonstrated effectiveness in either literacy or numeracy at scale.}, language = {en}, urldate = {2021-02-03}, journal = {Center For Global Development}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DDSY9WSX}, } @techreport{stern_learning_2021, title = {Learning at scale: interim report {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/learning-at-scale-interim-report}, urldate = {2022-12-19}, institution = {RTI}, author = {Stern, Jonathan and Jukes, Matthew and Piper, Benjamin and DeStefano, Joseph and Mejia, Jessica and Dubeck, Peggy and Carrol, Bidemi and Punjabi, Maitri and Harris-Van Keuren, Christine and Tufail, Fatima}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:32HJYWK3}, keywords = {Final\_citation, cited, existing}, } @article{iserbyt_learning_2014, title = {Learning basic life support ({BLS}) with tablet {PCs} in reciprocal learning at school: {Are} videos superior to pictures? {A} randomized controlled trial}, volume = {85}, doi = {10.1016/j.resuscitation.2014.01.018}, number = {6}, journal = {Resuscitation}, author = {Iserbyt, Peter and Charlier, Nathalie and Mols, Liesbet}, year = {2014}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.resuscitation.2014.01.018 10/f562g7 2129771:PJ2YNAJP 257089:BEG3GNCN}, pages = {809--813}, } @incollection{bedenlier_learning_2020, address = {Wiesbaden}, title = {Learning by {Doing}? {Reflections} on {Conducting} a {Systematic} {Review} in the {Field} of {Educational} {Technology}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Learning by {Doing}?}, url = {https://doi.org/10.1007/978-3-658-27602-7_7}, abstract = {Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Bedenlier, Svenja and Bond, Melissa and Buntins, Katja and Zawacki-Richter, Olaf and Kerres, Michael}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_7 2129771:BN3PRFKA}, pages = {111--127}, } @incollection{chen_learning_2023, address = {Cham}, title = {Learning {Career} {Knowledge}: {Can} {AI} {Simulation} and {Machine} {Learning} {Improve} {Career} {Plans} and {Educational} {Expectations}?}, isbn = {978-3-031-09687-7}, shorttitle = {Learning {Career} {Knowledge}}, url = {https://doi.org/10.1007/978-3-031-09687-7_9}, abstract = {As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Chen, I-Chien and Bradford, Lydia and Schneider, Barbara}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_9}, keywords = {Alignment, Artificial intelligence (AI), Career knowledge, Decision trees, Supervised machine learning algorithms}, pages = {137--158}, } @incollection{koivisto_learning_2023, address = {Cham}, title = {Learning {Clinical} {Reasoning} {Through} {Gaming} in {Nursing} {Education}: {Future} {Scenarios} of {Game} {Metrics} and {Artificial} {Intelligence}}, isbn = {978-3-031-09687-7}, shorttitle = {Learning {Clinical} {Reasoning} {Through} {Gaming} in {Nursing} {Education}}, url = {https://doi.org/10.1007/978-3-031-09687-7_10}, abstract = {The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Koivisto, Jaana-Maija and Havola, Sara and Mäkinen, Henna and Haavisto, Elina}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_10}, keywords = {Artificial Intelligence, Clinical reasoning, Game metrics, Gaming, Nursing education}, pages = {159--173}, } @article{donnelly_learning_2021, title = {Learning {Development}’s {Role} in {Supporting} {Academic} {Synergies} through {Co}-evolution of {Teaching} {Excellence} and {Practice}}, volume = {8}, copyright = {Copyright (c) 2021 Roisin Donnelly}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/520}, abstract = {This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Donnelly, Roisin}, month = nov, year = {2021}, note = {Number: 3}, keywords = {co-evolution, pedagogic inquiry, scholarship, teaching excellence, ⛔ No DOI found}, pages = {611--620}, } @article{limboro_learning_2019, title = {Learning {Environments} and {Pupils}’ {Participation} in {Primary} {Education} in {Nairobi} {Urban} {Slums}: {Implications} for {Sustainable} {Development}}, volume = {1}, issn = {2663-1032}, doi = {10.33886/mj.v1i2.108}, number = {2}, journal = {MSINGI JOURNAL of the Department of Educational Foundations}, author = {Limboro, Charity Mukiri}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.108 2129771:7BCUXQZF 4682641:5ZH2Y5RE}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {7--19}, } @techreport{esri_learning_2020, title = {Learning for all? {Second}-level education in {Ireland} during {COVID}-19}, shorttitle = {Learning for all?}, url = {https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19}, language = {en}, urldate = {2020-08-12}, institution = {ESRI}, author = {{ESRI} and Mohan, Gretta and McCoy, Selina and {ESRI} and Carroll, Eamonn and {ESRI} and Mihut, Georgiana and {ESRI} and Lyons, Seán and {ESRI} and Mac Domhnaill, Ciarán and {ESRI}}, month = jun, year = {2020}, doi = {10.26504/sustat92.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 10.26504/sustat92.pdf 2129771:N8LL4T4M}, } @techreport{fab_inc_learning_2021, type = {Working {Paper}}, title = {Learning from {Experience}: {A} post-{Covid}-19 data architecture for a resilient education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JTKTA5X5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Fab Inc.}}, month = sep, year = {2021}, doi = {10.5281/zenodo.5498054}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2129771:RHCG2CAA 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7}, keywords = {\_C:Sierra Leone SLE, \_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @incollection{maples_learning_2023, address = {Cham}, title = {Learning from {Intelligent} {Social} {Agents} as {Social} and {Intellectual} {Mirrors}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_5}, abstract = {The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Maples, Bethanie and Pea, Roy D. and Markowitz, David}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_5}, keywords = {Anthropomorphism, Chatbot, Digital therapy, Displacement hypothesis, Embodied artificial intelligence, Extended mind, Intellectual mirror, Intelligent social agents, Virtual agents}, pages = {73--89}, } @techreport{hennessy_learning_2013, address = {Paris}, type = {{OECD} {Education} {Working} {Papers}}, title = {Learning from international experiences with interactive whiteboards: {The} role of professional development in integrating the technology}, url = {http://tinyurl.com/OECDIWBS}, number = {89}, institution = {OECD Publishing}, author = {Hennessy, S. and London, L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2129771:RZM4VEDT 257089:Q35W37JN}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @book{weiss_learning_1995, address = {New York}, title = {Learning from strangers: {The} art and method of qualitative interview studies}, isbn = {978-0-684-82312-6}, shorttitle = {Learning from strangers}, language = {English}, publisher = {Simon and Schuster}, author = {Weiss, Robert S. and Weiss, Robert S}, year = {1995}, note = {OCLC: 486917756 KerkoCite.ItemAlsoKnownAs: 2129771:N4CIBRTP 2129771:NRWK27IH 4502395:AHEJ8NLK}, keywords = {\_\_\_duplicate\_item}, } @article{cary_learning_2020, title = {Learning {Gains} {From} the {KinderTEK}® {iPad} {Math} {Program}: {Does} {Timing} of a {Preventative} {Intervention} {Matter}?}, shorttitle = {Learning {Gains} {From} the {KinderTEK}® {iPad} {Math} {Program}}, doi = {10.1177/0162643420928336}, journal = {Journal of Special Education Technology}, author = {Cary, Mari Strand and Kennedy, Patrick C. and Shanley, Lina and Clarke, Ben}, year = {2020}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0162643420928336 2129771:ULAQGLAI}, keywords = {\_C:Jordan JOR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {0162643420928336}, } @article{ciampa_learning_2014, title = {Learning in a mobile age: an investigation of student motivation: {Learning} in a mobile age}, volume = {30}, issn = {02664909}, shorttitle = {Learning in a mobile age}, url = {http://doi.wiley.com/10.1111/jcal.12036}, doi = {10.1111/jcal.12036}, language = {en}, number = {1}, urldate = {2014-04-08}, journal = {Journal of Computer Assisted Learning}, author = {Ciampa, K.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12036 10/f5rf5t 2129771:JTR4P68L 257089:ZNI8JCZ7}, pages = {82--96}, } @misc{education_development_center_learning_2014, title = {Learning in the {Time} of {Ebola}}, url = {https://www.edc.org/learning-time-ebola}, language = {EN}, urldate = {2020-04-04}, author = {Education Development Center}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:94S7Y4NZ 94S7Y4NZ}, } @book{pensiero_nicola_learning_2020, title = {Learning inequalities during the {Covid}-19 pandemic: how families cope with home-schooling}, shorttitle = {Learning inequalities during the {Covid}-19 pandemic}, url = {https://eprints.soton.ac.uk/442619/}, language = {en}, urldate = {2020-08-12}, publisher = {University of Southampton}, author = {Pensiero, Nicola and Kelly, Anthony and Bokhove, Christian}, year = {2020}, doi = {10.5258/SOTON/P0025}, note = {KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/P0025 2129771:RHBUIBUX}, } @article{turner_learning_2020, title = {Learning {Loss}, a {Potential} {Challenge} for {Transition} to {Undergraduate} {Study} {Following} {COVID19} {School} {Disruption}}, issn = {0021-9584}, url = {https://doi.org/10.1021/acs.jchemed.0c00705}, doi = {10.1021/acs.jchemed.0c00705}, abstract = {In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption.}, urldate = {2020-08-12}, journal = {Journal of Chemical Education}, author = {Turner, Kristy L. and Hughes, Michael and Presland, Katayune}, month = jul, year = {2020}, note = {Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00705 2129771:BIHIBCFG}, keywords = {\_\_C:filed:1}, } @techreport{banerji_learning_2020, title = {Learning “{Loss}” and {Learning} “{Gain}” in {Primary} {School} {Years}: {What} {Do} {We} {Know} from {India} {That} {Can} {Help} {Us} {Think} {Forward} in the {COVID}-19 {Crisis}?}, shorttitle = {Learning “{Loss}” and {Learning} “{Gain}” in {Primary} {School} {Years}}, url = {https://www.riseprogramme.org/publications/learning-loss-and-learning-gain-primary-school-years-what-do-we-know-india-can-help-us}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Banerji, Rukmini}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/019}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/019 2129771:EB9NQ45J}, } @book{page_learning_2021, title = {Learning {Loss}, {Learning} {Gains} and {Wellbeing}: {A} {Rapid} {Evidence} {Assessment}}, isbn = {978-1-912610-06-8}, shorttitle = {Learning {Loss}, {Learning} {Gains} and {Wellbeing}}, url = {https://eric.ed.gov/?id=ED615066}, abstract = {As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]}, language = {en}, urldate = {2022-04-18}, publisher = {Education Development Trust}, author = {Page, Ella and Leonard-Kane, Rosie and Kashefpakdel, Elnaz and Riggall, Anna and Guerriero, Sonia}, month = aug, year = {2021}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:48FYSB2R 2129771:KVBA2FHD}, keywords = {21st Century Skills, Access to Computers, Access to Education, Achievement Gains, At Risk Students, COVID-19, Conflict, Educational Needs, Elementary Secondary Education, Emotional Response, Foreign Countries, Health Promotion, Intervention, Mental Health, Natural Disasters, Pandemics, Research, School Closing, Social Influences, Socioeconomic Influences, Teacher Competencies, Teacher Role, Technological Literacy, War, Well Being, ⛔ No DOI found}, } @book{wagner_learning_2022, title = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-income {Countries}}, isbn = {978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8}, url = {https://www.openbookpublishers.com/product/1423}, abstract = {Academic publishing of peer-reviewed open access monographs}, language = {English}, urldate = {2022-03-02}, publisher = {Open Book Publishers}, author = {Wagner, Daniel A. and Lewis (eds), Nathan M. Castillo {and} Suzanne Grant}, month = jan, year = {2022}, doi = {10.11647/obp.0256}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GIKMDSRB 2129771:TNM97LYY}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{learning_passport_learning_nodate, title = {Learning {Passport}: {Where} {We} {Work}}, url = {https://www.learningpassport.org/where-we-work}, abstract = {Explore the map to see which countries have launched the Learning Passport and which are currently on the deployment journey}, language = {en}, urldate = {2022-12-26}, journal = {UNICEF}, author = {Learning Passport}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:NMPGGH4L}, keywords = {Final\_citation, cited, existing}, } @misc{noauthor_learning_nodate, title = {Learning profiles {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking/learning-profiles}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FKZPL8J}, } @misc{oecd_learning_2020, title = {Learning remotely when schools close: {How} well are students and schools prepared? {Insights} from {PISA}}, shorttitle = {Learning remotely when schools close}, url = {https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/}, abstract = {As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.}, language = {en}, urldate = {2022-12-29}, journal = {OECD}, author = {OECD}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:5GEJ7SS4}, keywords = {Final\_citation, existing}, } @article{kalinga_learning_2021, title = {Learning {Software} {Development} through {Modeling} using an {Object} {Oriented} {Approach} with {Unified} {Modeling} {Language}: {A} {Case} of an {Online} {Interview} {System}}, volume = {8}, copyright = {Copyright (c) 2021 Ellen Ambakisye Kalinga}, issn = {2311-1550}, shorttitle = {Learning {Software} {Development} through {Modeling} using an {Object} {Oriented} {Approach} with {Unified} {Modeling} {Language}}, url = {https://jl4d.org/index.php/ejl4d/article/view/401}, abstract = {This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9\% of students had the courage to attempt design questions during university examinations.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kalinga, Ellen Ambakisye}, month = mar, year = {2021}, note = {Number: 1}, keywords = {Object-Oriented Analysis and Design, Unified Modeling Language, learning through modeling, model-driven approach, software development process., software engineering, ⛔ No DOI found}, pages = {74--92}, } @article{hersh_learning_2019, title = {Learning technology and disability—{Overcoming} barriers to inclusion: {Evidence} from a multicountry study}, volume = {50}, issn = {1467-8535}, shorttitle = {Learning technology and disability—{Overcoming} barriers to inclusion}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12737}, doi = {10.1111/bjet.12737}, abstract = {The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.}, language = {en}, number = {6}, urldate = {2022-12-26}, journal = {British Journal of Educational Technology}, author = {Hersh, Marion and Mouroutsou, Stella}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12737 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12737 4804264:Y956XD29}, keywords = {Final\_citation, cited, existing}, pages = {3329--3344}, } @article{frazer_learning_2006, title = {Learning the master's trade: {Apprenticeship} and human capital in {Ghana}}, doi = {10.1016/j.jdeveco.2005.06.006}, abstract = {This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved.}, language = {en}, journal = {Journal of Development Economics}, author = {Frazer, Garth and Frazer, Garth}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2005.06.006 10/dmcqmr 2129771:3SI4ZNWZ 2317526:FE8I5WXW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:remuneration, P:manufacture, P:technology, Q:masters, R:survey, T:Lehrlingsausbildung, T:Training, T:apprenticeship training, Z:Apprenticeship, Z:Human capital, \_C:Ghana GHA, publicImportV1}, } @techreport{the_lego_foundation_learning_2018, title = {Learning through play}, url = {https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf}, urldate = {2021-03-26}, author = {The LEGO Foundation}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LK77KZBI 2486141:TS59K9F4}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19)}, shorttitle = {Learning through television in low-income contexts}, url = {https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…}, language = {en-GB}, urldate = {2022-12-25}, journal = {EdTech Hub}, author = {Watson, Joe}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:5N7WJ7J3}, keywords = {Final\_citation, cited, existing}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19) [{EdTech} {Hub} {Blog}]}, shorttitle = {Learning through television in low-income contexts}, url = {https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …}, language = {en-GB}, urldate = {2020-04-13}, journal = {The EdTech Hub}, author = {Watson, Joe}, year = {2020}, note = {Library Catalog: edtechhub.org Section: coronavirus KerkoCite.ItemAlsoKnownAs: 2129771:V3QG4GD9 V3QG4GD9}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19) [{OpenDevEd} {Blog}]}, shorttitle = {Learning through television in low-income contexts}, url = {https://opendeved.net/2020/04/27/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-coronavirus-covid-19/}, abstract = {Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […]}, language = {en-GB}, urldate = {2020-06-23}, journal = {Open Development \& Education}, author = {Watson, Joe}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:Z9Y353WE}, } @article{osborne_learning_2013, title = {Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students}, volume = {50}, issn = {00224308}, shorttitle = {Learning to argue}, url = {https://d1wqtxts1xzle7.cloudfront.net/50486321/pdf-with-cover-page-v2.pdf?Expires=1624915510&Signature=KHtBanGrmESnTE0dNKiQtwvTeHnIa~3-Ndx0rv6~RRZVRQ97SQej7WnbrqDH69ZGS6eVfMwz1htPdko5hpSbNXL6noWsh~7X3Ykzvx1i1HWB~spcAUPLXtAN4gROZ0~xAQ25HVFBTd8ZBqjRiXEFvs7tZWKmyMOpkj7L5q6OdfEUi08k74h9aHXmQav3V-ADl~zr6ZS23OiFMcY3Dk6pW3nQIRA1Fftcu2eyx2T3RR08pY8fiNBMS7fS47D1jm5Go1-f9BtrSJscxsDu4jUDhZOv5yWqefoqPB24gAPW9H43U5UIjiKuCt-ad0YlTTHsSIqt~A1v0IuRWCD4tq4MYQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA}, doi = {10.1002/tea.21073}, abstract = {This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.}, language = {en}, number = {3}, urldate = {2021-05-28}, journal = {Journal of Research in Science Teaching}, author = {Osborne, Jonathan and Simon, Shirley and Christodoulou, Andri and Howell-Richardson, Christina and Richardson, Katherine}, month = mar, year = {2013}, note = {Extra URL: http://doi.wiley.com/10.1002/tea.21073}, pages = {315--347}, } @misc{noauthor_learning_nodate, title = {Learning to {Build} {Back} {Better} {Futures} for {Education}: {Lessons} from educational innovation during the covid-19 pandemic {\textbar} {International} {Bureau} of {Education}}, url = {http://www.ibe.unesco.org/en/news/learning-build-back-better-futures-education-lessons-educational-innovation-during-covid-19}, urldate = {2022-01-20}, } @misc{noauthor_learning_2015, title = {Learning to {Improve}: {How} {America}’s {Schools} {Can} {Get} {Better} at {Getting} {Better}}, shorttitle = {Learning to {Improve}}, url = {https://www.carnegiefoundation.org/resources/publications/learning-to-improve/}, abstract = {Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to}, language = {en}, urldate = {2022-12-25}, journal = {Carnegie Foundation for the Advancement of Teaching}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CK3D95P5}, } @techreport{noauthor_learning_2014, title = {Learning to {Improve} {Learning}: {Lessons} from {Early} {Primary} {Interventions} and {Evaluations} in {India} and {Sub}-{Saharan} {Africa}}, url = {http://www.hewlett.org/sites/default/files/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf}, urldate = {2015-03-09}, institution = {Hewlett Foundation}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6GMGIB5M 261495:6FV2XCAR}, } @book{stallings_learning_1977, title = {Learning to look: {A} handbook on classroom observation and teaching models}, shorttitle = {Learning to look}, publisher = {Wadsworth Publishing Company}, author = {Stallings, Jane}, year = {1977}, } @inproceedings{myllynpaa_learning_2020, title = {Learning to {Program} on {KaiOS}: a {Hands}-on {Coding} {School} for {Developing} {Climate} {Service} {Apps}}, shorttitle = {Learning to {Program} on {KaiOS}}, abstract = {The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design.}, booktitle = {2020 {IST}-{Africa} {Conference} ({IST}-{Africa})}, author = {Myllynpää, Ville and Ntinda, Maria and Haakana, Jani and Sutinen, Erkki}, month = may, year = {2020}, note = {ISSN: 2576-8581}, keywords = {Conferences, Education, Encoding, KaiOS, Meteorology, Programming, Programming profession, climate services, coding school}, pages = {1--11}, } @article{leibowitz_learning_2017, title = {Learning to teach in higher education in {South} {Africa}}, author = {Leibowitz, Brenda and Bozalek, Vivienne and Garraway, James and Herman, Nicoline and Jawitz, Jeff and Muhuro, Patricia and Ndebele, Clever and Quinn, Lynn and Van Schalkwyk, Susan and Vorster, Jo-Anne}, year = {2017}, note = {Publisher: Council on Higher Education (South Africa)}, keywords = {⛔ No DOI found}, } @article{crompton_learning_2021, title = {Learning with technology during emergencies: {A} systematic review of {K}-12 education [{BJET}]}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning with technology during emergencies}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114}, doi = {10.1111/bjet.13114}, abstract = {Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94\% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.}, language = {en}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel W. G.}, year = {2021}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 2129771:DD83QUXE 2129771:MHS39TU3 2339240:RAP22KJU 2405685:BKMMRYCD 2405685:JE8I8566}, keywords = {COVID-19, \_EdTechHub\_Output, \_yl:b, disasters, emergencies, emergency remote education, pandemic}, } @misc{noauthor_learning_nodate, title = {Learning {Without} {Limits}}, url = {https://learningwithoutlimits.educ.cam.ac.uk/}, urldate = {2021-09-01}, } @misc{skoll_foundation_learning_2020, title = {Learning without {Schools}? {Education}, {Relief}, and {Government} {Partnerships} during {COVID}-19}, shorttitle = {Webinar}, url = {https://www.youtube.com/watch?v=skZuZ8sSLjI}, abstract = {Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies}, language = {EN}, urldate = {2020-04-06}, author = {Skoll Foundation}, month = apr, year = {2020}, note = {EdTechHub.Copy: 2405685:MIE53XIS KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2405685:MIE53XIS}, } @techreport{noauthor_learning_generation_full_reportpdf_nodate, title = {Learning\_Generation\_Full\_Report.pdf}, url = {https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RMJFDU9}, } @book{jere_leave_2022, title = {Leave {No} {Child} {Behind}: {Global} report on boys' disengagement from education}, shorttitle = {Leave {No} {Child} {Behind}}, url = {https://ueaeprints.uea.ac.uk/id/eprint/89435/}, urldate = {2023-11-08}, publisher = {UNESCO}, author = {Jere, Catherine and Eck, Matthias and Zubairi, Asma}, year = {2022}, } @book{unesco_leave_2022, title = {Leave no child behind: global report on boys’ disengagement from education}, copyright = {Creative Commons Attribution ShareAlike 3.0 IGO}, isbn = {978-92-3-100520-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381105}, urldate = {2022-04-12}, author = {{UNESCO}}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NEK42Q62}, } @article{vijil-morin_lectoescritura_2020, title = {Lectoescritura inicial ({LEI}): una transición con sentido}, volume = {39}, shorttitle = {Lectoescritura inicial ({LEI})}, url = {https://red-lei.org/lectoescritura-inicial-una-transicion-con-sentido/}, language = {es}, urldate = {2022-06-20}, author = {Vijil-Morin, Alejandra}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:7NCDSCYH}, keywords = {Author:OpenDevEd}, } @article{kautsar_lecturer_2016, title = {Lecturer {Based} {Supportive} {Tool} {Development} and {Approaches} for {Learning} {Material} {Sharing} under {Bandwidth} {Limitation}}, volume = {24}, issn = {1882-6652}, url = {https://www.jstage.jst.go.jp/article/ipsjjip/24/2/24_358/_article/-char/ja/}, doi = {10.2197/ipsjjip.24.358}, abstract = {総合学術電子ジャーナルサイト「J-STAGE」-国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。}, language = {en}, number = {2}, urldate = {2018-06-09}, journal = {Journal of Information Processing}, author = {Kautsar, Irwan Alnarus and Kubota, Shinichiro and Musashi, Yasuo and Sugitani, Kenichi}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2197/ipsjjip.24.358 10/gf62h4 2129771:GWYEQMHC}, keywords = {\_\_C:filed:1}, pages = {358--369}, } @article{olanrewaju_left_2021, title = {Left behind? {The} effects of digital gaps on e-learning in rural secondary schools and remote communities across {Nigeria} during the {COVID19} pandemic}, volume = {2}, shorttitle = {Left behind?}, doi = {10.1016/j.ijedro.2021.100092}, journal = {International Journal of Educational Research Open}, author = {Olanrewaju, Gideon Seun and Adebayo, Seun Bunmi and Omotosho, Abiodun Yetunde and Olajide, Charles Falajiki}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2021.100092 2129771:NNUSB3UF 2129771:PYLFD7QQ}, keywords = {auto\_merged}, pages = {100092}, } @article{selwyn_left_2017, title = {Left to their own devices: the everyday realities of one-to-one classrooms}, volume = {43}, shorttitle = {Left to their own devices}, doi = {10.1080/03054985.2017.1305047}, number = {3}, journal = {Oxford Review of Education}, author = {Selwyn, Neil and Nemorin, Selena and Bulfin, Scott and Johnson, Nicola F.}, year = {2017}, note = {00006 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2017.1305047 10/gdm2s7 2129771:4FQ6B745 2129771:TWV3S43V}, keywords = {\_\_C:filed:1}, pages = {289--310}, } @techreport{institute_europe_legale_2019, address = {Berlin}, title = {Legale {Wege} nach {Europa}. {Arbeits}- und {Ausbildungsmöglichkeiten} für {Personen} ohne {Schutzperspektive}}, url = {https://www.svr-migration.de/publikationen/mobilitaetsoptionen_nach_europa/}, urldate = {2022-05-03}, author = {{Institute Europe}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E23KHEVV 2486141:IKC6N75W}, } @article{orrnert_legislation_2018, title = {Legislation and {Policy} {Addressing} {Inequality} and {Redistribution} in {Rwanda}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14188}, abstract = {This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality.}, language = {en}, urldate = {2022-12-18}, author = {Orrnert, Anna}, month = jul, year = {2018}, note = {Accepted: 2018-12-17T15:56:44Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:KTD6STH9 4869029:MM7Z5GGB}, keywords = {⛔ No DOI found}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_2020, title = {Leh {Wi} {Lan}: {Improving} {The} {Quality} {Of} {Secondary} {Education} {In} {Sierra} {Leone}}, url = {http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M45ESUCB 2405685:Y7RFFB9I}, keywords = {\_C:Sierra Leone SLE}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_nodate, title = {Leh {Wi} {Lan} {\textbar} {MBSSE}}, url = {https://mbsse.gov.sl/leh-wi-lan/}, language = {en-US}, urldate = {2020-07-16}, author = {{Ministry of Basic and Senior Secondary Education: Sierra Leone}}, note = {Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:QDQJIQIP 2339240:EYVXUCT4 2405685:I9W42NJV}, } @misc{cambridge_education_leh_nodate, title = {Leh wi {Lan} - {Sierra} {Leone} {Secondary} {Education} {Improvement} programme - {Camb}-{Ed}}, url = {https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth}, urldate = {2020-05-29}, author = {{Cambridge Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y32SR6IH 2339240:D6QHH8AY 2405685:BXRXKEAD}, keywords = {\_C:Sierra Leone SLE}, } @misc{dfid_leh_2018, title = {Leh {Wi} {Learn} - {Sierra} {Leone} {Secondary} {Education} {Improvement} {Programme}}, language = {EN}, urldate = {2020-12-15}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V7V2FSG3 2405685:9PJP3ZYU}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_leibniz_nodate, title = {Leibniz {University} {Hannover} {\textbar} {Home}}, url = {https://www.uni-hannover.de/en/}, abstract = {Shaping the Future with Knowledge – as one of the nine leading Institutes of Technology in Germany, Leibniz Universität is aware of its responsibility in seeking sustainable, peaceful and responsible solutions to the key issues of tomorrow. Our expertise for this stems from the broad spectrum of subjects, ranging from engineering and natural sciences to architecture and environmental planning, from law and economics to social sciences and humanities.}, language = {en}, urldate = {2020-05-28}, note = {Library Catalog: www.uni-hannover.de KerkoCite.ItemAlsoKnownAs: 2129771:QDCPLPDE 2317526:66G5R7R9}, } @article{de_neve_length_2015, title = {Length of secondary schooling and risk of {HIV} infection in {Botswana}: evidence from a natural experiment}, volume = {3}, issn = {2214-109X}, shorttitle = {Length of secondary schooling and risk of {HIV} infection in {Botswana}}, url = {https://www.sciencedirect.com/science/article/pii/S2214109X1500087X}, doi = {10.1016/S2214-109X(15)00087-X}, abstract = {Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5\% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US\$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.}, language = {en}, number = {8}, urldate = {2021-05-19}, journal = {The Lancet Global Health}, author = {De Neve, Jan-Walter and Fink, Günther and Subramanian, S V and Moyo, Sikhulile and Bor, Jacob}, month = aug, year = {2015}, pages = {e470--e477}, } @misc{lenovo_lenovo_2023, title = {Lenovo {Focuses} on {Digital} {Inclusion} with {Launch} of {Bilingual} {Keyboard}}, url = {https://news.lenovo.com/pressroom/press-releases/digital-inclusion-maori-bilingual-keyboard/}, abstract = {Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.}, language = {en-US}, urldate = {2024-03-04}, journal = {Lenovo StoryHub}, author = {{Lenovo}}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:DNT7ZZCQ}, keywords = {Final\_citation}, } @incollection{bremer_lernen_2005, address = {Bielefeld}, title = {Lernen in {Arbeitsprozessen} - {Kompetenzentwicklung}}, booktitle = {Handbuch {Berufsbildungsforschung}}, publisher = {W. Bertelsmann}, author = {Bremer, Rainer}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KFJRWXQZ 2317526:4IJZI3FF}, pages = {283--295}, } @book{patzold_lernortkooperation_1999, address = {Bielefeld}, series = {Berichte zur beruflichen {Bildung}}, title = {Lernortkooperation - {Stand} und {Perspektiven}}, isbn = {978-3-7639-0856-1}, language = {ger}, number = {225}, publisher = {Bertelsmann}, editor = {Pätzold, Günter}, year = {1999}, note = {OCLC: 75952328 KerkoCite.ItemAlsoKnownAs: 2129771:VEDBBEAS 2317526:PCCNAE4F}, } @article{mesinger-koppelt_lernprozesse_2017, title = {Lernprozesse mit digitalen {Werkzeugen} unterstützen–{Perspektiven} aus der {Didaktik} naturwissenschaftlicher {Fächer}}, volume = {278}, journal = {Joachim Herz Stiftung Verlag, Hamburg}, author = {Meßinger-Koppelt, Jenny and Schanze, S. and Groß, Jorge}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:3FBWNWDK 2129771:4KURGHBT 2129771:7H4BHGYV 2129771:9XYBHTJ6 2129771:NS2DV7WJ 2129771:YPKVC2GJ}, keywords = {\_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{osullivan_lesson_2006, title = {Lesson observation and quality in primary education as contextual teaching and learning processes}, volume = {26}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S073805930500091X}, doi = {10.1016/j.ijedudev.2005.07.016}, abstract = {Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:• place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and • use lesson observation to answer the questions. The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above.}, number = {3}, urldate = {2016-01-26}, journal = {International Journal of Educational Development}, author = {O’Sullivan, Margo}, month = may, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.07.016 10/bgmg98 2129771:26379GQU 2129771:GAG3E4YL 261495:PXBFRK9N 503888:V93GFJ5V}, keywords = {CitedIn:OER4Schools-HHH3-B, Lesson observation, Primary education, Quality}, pages = {246--260}, } @article{kingombe_lessons_2011, title = {Lessons for developing countries from experience with technical and vocational education and training}, url = {http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf}, abstract = {The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.}, language = {en}, journal = {Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone}, author = {Kingombe, Christian}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sierra Leone, CA:AandC, CC:Sierra Leone, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, Education / Educational Policy \& Reform / General, F:learning, F:policy, P:economy, P:measurement, P:teachers, Q:certificate, Q:community education, Q:distance learning, Q:primary education, Q:secondary education, T:Lehrlingsausbildung, T:TVET, \_C:Sierra Leone SLE, publicImportV1, ⛔ No DOI found}, pages = {278--365}, } @misc{noauthor_lessons_nodate, title = {Lessons for education during the coronavirus crisis - {OECD} {Education} and {Skills} {Today}}, url = {https://oecdedutoday.com/coronavirus/}, urldate = {2022-01-20}, } @article{mulenga_lessons_2021, title = {Lessons from the {Covid}-19 {Pandemic}: {Can} {Public} {Primary} and {Secondary} {Schools} in {Lusaka} {District} of {Zambia} use {Blended} and {Distance} {Teaching} and {Learning}?}, volume = {1}, shorttitle = {Lessons from the {Covid}-19 {Pandemic}}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/358093783_Lessons_from_the_Covid-19_Pandemic_Can_Public_Primary_and_Secondary_Schools_in_Lusaka_District_of_Zambia_use_Blended_and_Distance_Teaching_and_Learning/links/61efeb3fc5e3103375bd6ff8/Lessons-from-the-Covid-19-Pandemic-Can-Public-Primary-and-Secondary-Schools-in-Lusaka-District-of-Zambia-use-Blended-and-Distance-Teaching-and-Learning.pdf}, number = {2}, urldate = {2023-12-06}, journal = {Zambia Journal of Distance Education}, author = {Mulenga, Innocent Mutale and Siluma, V.}, year = {2021}, keywords = {⛔ No DOI found}, pages = {16--17}, } @article{brierley_lessons_2021, title = {Lessons from the influx of preprints during the early {COVID}-19 pandemic}, volume = {5}, issn = {2542-5196}, url = {https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00011-5/fulltext}, doi = {10.1016/S2542-5196(21)00011-5}, language = {English}, number = {3}, urldate = {2021-10-05}, journal = {The Lancet Planetary Health}, author = {Brierley, Liam}, month = mar, year = {2021}, pmid = {33713612}, note = {Publisher: Elsevier}, pages = {e115--e117}, } @book{mason_lessons_2021, title = {Lessons in {School} {Improvement} from {Sub}-{Saharan} {Africa}: {Developing} {Professional} {Learning} {Networks} and {School} {Communities}}, isbn = {978-1-80117-504-3}, shorttitle = {Lessons in {School} {Improvement} from {Sub}-{Saharan} {Africa}}, abstract = {Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools. The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries.}, language = {en}, publisher = {Emerald Group Publishing}, author = {Mason, Miriam and Galloway, David}, month = dec, year = {2021}, note = {Google-Books-ID: 1HxREAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4869029:I78Q9W5I}, keywords = {Education / Administration / General, Education / Educational Policy \& Reform / General, Education / Professional Development, Education / Teaching / General}, } @article{sims_lessons_2021, title = {Lessons {Learned} from {Education} {Initiatives} {Implemented} {During} the {First} {Wave} of {COVID}-19: {A} {Literature} {Review}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, shorttitle = {Lessons {Learned} from {Education} {Initiatives} {Implemented} {During} the {First} {Wave} of {COVID}-19}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17019}, doi = {10.19088/K4D.2021.134}, abstract = {It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.}, language = {en}, urldate = {2022-12-18}, author = {Sims, Kate}, month = dec, year = {2021}, note = {Accepted: 2022-01-06T14:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.134 2129771:X2KXBG56 4869029:6G8GUDMR}, } @article{price_lessons_2019, title = {Lessons {Learned} from {Education} {Programmes}' {Contribution} to {Peace} and {Stability}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14482}, abstract = {Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.}, language = {en}, urldate = {2022-12-18}, author = {Price, Roz}, month = apr, year = {2019}, note = {Accepted: 2019-05-09T15:03:17Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GUZ2GKS6 4869029:7856XKWQ}, keywords = {⛔ No DOI found}, } @article{durr_lessons_2020, title = {Lessons {Learned} from {Online} {PLCs} of {Rural} {STEM} {Teachers}}, volume = {41}, issn = {2643-9662, 0273-446X}, url = {https://journals.library.msstate.edu/index.php/ruraled/article/view/555}, doi = {10.35608/ruraled.v41i1.555}, abstract = {This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.}, language = {en}, number = {1}, urldate = {2021-06-25}, journal = {The Rural Educator}, author = {Durr, Tony and Kampmann, Jennifer and Hales, Patrick and Browning, Larry}, month = apr, year = {2020}, pages = {20--26}, } @article{page_lessons_2020, title = {Lessons {Learned} from the {Outcomes} and {Delivery} of {Girls}’ {Clubs} in {Educational} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15580}, abstract = {This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.}, language = {en}, urldate = {2022-12-18}, author = {Page, Ella}, month = aug, year = {2020}, note = {Accepted: 2020-08-13T08:50:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:HXXTPDT3 4869029:STYFU74X}, keywords = {⛔ No DOI found}, } @book{abdul-hamid_lessons_2017, title = {Lessons {Learned} from {World} {Bank} {Education} {Management} {Information} {System} {Operations}}, copyright = {Creative Commons Attribution 3.0 IGO}, isbn = {978-1-4648-1057-2}, language = {en}, author = {Abdul-Hamid, Husein and Saraogi, Namrata and Mintz, Sarah}, year = {2017}, doi = {10.1596/978-1-4648-1056-5}, note = {ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2}, keywords = {⛔ No DOI found}, } @book{aggarwal_lessons_2013, title = {Lessons learnt from informal apprenticeship initiatives in {Southern} and {Eastern} {Africa}}, language = {en}, author = {Aggarwal, A}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2NAGN4HC 2317526:AEINLRYL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:eastern Africa, C:Malawi, C:Tanzania, C:Zambia, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, HDR25, T:Lehrlingsausbildung, publicImportV1, ⛔ No DOI found}, } @misc{jansen_lets_2020, title = {Let’s face facts, the 2020 school year is lost. {So} what to do?}, url = {https://select.timeslive.co.za/ideas/2020-04-09-lets-face-facts-the-2020-school-year-is-lost-so-what-to-do/}, abstract = {Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are}, language = {en-ZA}, urldate = {2020-04-20}, journal = {Times Select}, author = {Jansen, Jonathan and Jansen, Jonathan}, year = {2020}, note = {Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T}, } @article{mitchell_lets_2008, title = {"{Let}'s not leave this problem": exploring inclusive education in rural {South} {Africa}}, volume = {38}, issn = {0033-1538, 0033-1538}, url = {https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa}, doi = {10.1007/s11125-008-9057-y}, abstract = {Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.}, language = {English}, number = {1}, journal = {Prospects: Quarterly Review of Comparative Education}, author = {Mitchell, Claudia and De Lange, Naydene and Thuy, Nguyen-Thi Xuan}, month = mar, year = {2008}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851}, keywords = {Access to Education, Acquired Immunodeficiency Syndrome (AIDS), Developing Nations, Disabilities, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Change, Educational Policy, Foreign Countries, Human immunodeficiency virus--HIV, Inclusive Schools, Mainstreaming, Multicultural education, Policymakers, Poverty, Researchers, Rural Areas, Rural areas, Social Attitudes, Social Bias, Social Isolation, Social Justice, Social activism, South Africa, Special Needs Students, Teacher Attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098725, \_\_finaldtb}, pages = {99--112}, } @article{pritchett_lets_nodate, title = {Let’s {Take} the {Con} {Out} of {Randomized} {Control} {Trials} in {Development}: {The} {Puzzles} and {Paradoxes} of {External} {Validity}, {Empirically} {Illustrated}}, abstract = {The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact or treatment effects that have internal validity (are unbiased) in one context (where the relevant “context” could be country, region, implementing organization, complementary policies, initial conditions, etc.) cannot be applied to another context then applying evidence that is rigorous in one context may actually reduce predictive accuracy in other contexts relative to simple evidence from that context—even if that evidence is biased (Pritchett and Sandefur 2015). Using empirical estimates from a large number of developing countries of the difference in student learning in public and private schools (just as one potential policy application) I show that commonly made assumptions about external validity are, in the face of the actual observed heterogeneity across contexts, both logically incoherent and empirically unhelpful. Logically incoherent, in that it is impossible to reconcile general claims about external validity of rigorous estimates of causal impact and the heterogeneity of the raw facts about differentials. Empirically unhelpful in that using a single (or small set) of rigorous estimates to apply to all other actually leads to a larger root mean square error of prediction of the “true” causal impact across contexts than just using the estimates from non-experimental data from each country. In the data about private and public schools, under plausible assumptions, an exclusive reliance on the rigorous evidence has RMSE three times worse than using the biased OLS result from each context. In making policy decisions one needs to rely on an understanding of the relevant phenomena that encompasses all of the available evidence.}, language = {en}, author = {Pritchett, Lant}, keywords = {⛔ No DOI found}, pages = {39}, } @article{meadows_leverage_1999, title = {Leverage points: {Places} to intervene in a system}, shorttitle = {Leverage points}, author = {Meadows, Donella H.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q7737SD7}, keywords = {⛔ No DOI found}, } @misc{ouya_leveraging_2020, title = {Leveraging {Hybrid} {Learning} {As} {The} {Future} of {Education}}, url = {https://www.cio.co.ke/leveraging-hybrid-learning-as-the-future-of-education/}, abstract = {Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, …}, language = {en-US}, urldate = {2020-09-11}, journal = {CIO East Africa}, author = {Ouya, Angelica}, month = sep, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2129771:8WR4HMJY 2486141:YTZEKY87}, } @article{asaduzzaman_leveraging_2023, title = {Leveraging {ICT} for the {Learning} {Recovery} and {Acceleration} in {Bangladesh}}, url = {https://policycommons.net/artifacts/4817649/leveraging-ict-for-the-learning-recovery-and-acceleration-in-bangladesh-english/5654352/}, urldate = {2023-11-08}, author = {Asaduzzaman, T. M. and Geven, Koen Martijn and Oza, Shardul Kinnaresh and Kano, Tsuyoshi Yoshi and Shams, Farzana and Roy, Suparna and Bashir, Amreen and Zubairi, Asma}, year = {2023}, note = {Publisher: World Bank Group}, keywords = {⛔ No DOI found}, } @article{retalis_leveraging_2018, title = {Leveraging the 1: 1 {iPad} approach for enhanced learning in the classroom}, volume = {55}, shorttitle = {Leveraging the 1}, doi = {10.1080/09523987.2018.1512463}, number = {3}, journal = {Educational Media International}, author = {Retalis, Symeon and Paraskeva, Fotini and Alexiou, Aikaterini and Litou, Zoi and Sbrini, Theofili and Limperaki, Youla}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09523987.2018.1512463 10/gf62hk 2129771:Z4VHSIC4}, keywords = {\_\_C:filed:1}, pages = {213--230}, } @misc{international_monetary_fund_library_nodate, title = {Library of the {International} {Monetary} {Fund}}, url = {https://library.worldbankimflib.org/}, urldate = {2020-08-04}, journal = {Library Network}, author = {{International Monetary Fund} and World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DATHVR59}, } @article{kauffmann_liebe_2012, title = {Liebe {Leserinnen} und {Leser},}, language = {de}, author = {Kauffmann, Gesine}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUHHBITP 2486141:RPLHH4RT}, keywords = {⛔ No DOI found}, pages = {68}, } @misc{the_guardian_life_2021, title = {Life without {Covid}: the nations that have sidestepped the pandemic so far}, shorttitle = {Life without {Covid}}, url = {http://www.theguardian.com/world/2021/jan/06/life-without-covid-the-nations-that-have-sidestepped-the-pandemic-so-far}, abstract = {A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged}, language = {en}, urldate = {2021-01-09}, journal = {the Guardian}, author = {{The Guardian}}, month = jan, year = {2021}, note = {Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:UFJ2DFJ2}, } @article{openjuru_lifelong_2011, title = {Lifelong learning, lifelong education and adult education in higher institutions of learning in {Eastern} {Africa}: {The} case of {Makerere} {University} {Institute} of {Adult} and {Continuing} {Education}}, url = {http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182}, doi = {10.1080/02601370.2011.538182}, abstract = {This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor \& Francis.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Openjuru, , G.L.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02601370.2011.538182 10/cfzbzf 2129771:KVUATX45 2317526:GKNW4U5H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:eastern Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:attitude, F:learning, F:policy, F:teaching, P:measurement, P:teachers, Q:adult education, Q:distance education, Q:higher education, Q:lifelong learning, R:case study, T:continuing education, Z:Adult Education, Z:Adult Educators, Z:Adult Learning, Z:Adult Students, Z:Adult education, Z:African Studies, Z:Case Studies, Z:Concept Teaching, Z:Continuing Education, Z:Continuing education, Z:Definitions, Z:Distance Education, Z:Distance education, Z:Educational Opportunities, Z:Expansion of provision, Z:Foreign Countries, Z:Higher education, Z:Institutional Characteristics, Z:Knowledge, Z:Lifelong Learning, Z:Lifelong learning, Z:Nontraditional Students, Z:Teachers, \_C:Uganda UGA, publicImportV1}, } @techreport{gonsalves_lifting_2010, address = {Kingstown}, title = {Lifting the education revolution to the next level}, url = {https://www.yumpu.com/en/document/read/35941436/lifting-the-education-revolution-to-the-next-level-ralphegonsalvesorg}, abstract = {lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.}, language = {en}, urldate = {2020-11-12}, institution = {Office of the Prime Minister}, author = {Gonsalves, Ralphe}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SWFZ74A8 2486141:II4KEQHQ}, } @article{mersha_limitations_2019, series = {Journal {Article}}, title = {{LIMITATIONS} {OF} {OUTCOME} {BASED} {ACCOUNTING} {CURRICULUM} {IN} {ETHIOPIA}}, abstract = {The demand for accounting profession is increasing from time to time because of the increase in complexity of the business environment. Education institutions are responsible to produce qualified and ethical accountant required by the accounting profession. Specifically, Technical and Vocational Education and training (TVET) colleges play great role in training lower and middle level accountant in Ethiopia. However, Academicians, practitioners and employers are raising concern on the quality and relevance of education and training given by TVET colleges. The major objective of this study is to examine the limitations of TVET in accounting curriculum in relation to relevance and contents of the competences included. The finding of the study showed that the existing curriculum has a lot of limitations in terms of relevance, coherence and content. As a result, the existing curriculum should be revisited in order to make it better.}, author = {Mersha, Deresse and Assistant Professor, Jimma University, Ethiopia, Department of Accounting {and} Finance and Getahun, Mohammed}, editor = {Mersha, Department of Accounting {and} Finance, Jimma University, Ethiopia, Deresse; Assistant Professor}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CAT3HJM5 2129771:PCWC876Z}, keywords = {⛔ No DOI found}, } @inproceedings{tudunwada_lineament_2017, title = {Lineament {Mapping} for {Groundwater} {Exploration} in {Kano} {State}, {Nigeria}}, language = {en}, booktitle = {International {Conference} on {Civil}, {Agricultural}, {Biological} and {Environmental} {Sciences} ({CABES}}, author = {Tudunwada, I.Y. and Maina, M.M.}, year = {2017}, keywords = {⛔ No DOI found}, } @article{carter_linkages_2018, title = {Linkages {Between} {Poverty}, {Inequality} and {Exclusion} in {Rwanda}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14189}, abstract = {This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).}, language = {en}, urldate = {2022-12-18}, author = {Carter, Becky}, month = jul, year = {2018}, note = {Accepted: 2018-12-17T16:07:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:DIHIWDBR 4869029:LJNFB6GR}, keywords = {⛔ No DOI found}, } @incollection{ogwo_linking_2013, title = {Linking informal apprenticeship and formal education in {South}-{Eastern} {Nigeria} through market/mechanic village schools}, abstract = {The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research \& development (R\&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.}, language = {en}, author = {Ogwo, Benjamin}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:curriculum, P:mechanic, P:social, Q:certificate, Q:e-learning, R:survey, T:Formal apprenticeship, T:Lehrlingsausbildung, publicImportV1}, pages = {117}, } @article{augustine_linking_2017, title = {Linking vocational education and training ({VET}) progression pathways into the academic route in {Tanzania}: {Case} study in electrical and mechanical engineering programmes at {Arusha} technical college ({ATC})}, volume = {9}, shorttitle = {Linking vocational education and training ({VET}) progression pathways into the academic route in {Tanzania}}, url = {http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/9C87ECD62268}, abstract = {The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.}, language = {en}, number = {1}, journal = {International Journal of Vocational and Technical Education}, author = {Augustine, S. Mbitila and Richard, J. Masika and Donatha, E. Mwase}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EY27CPFF 2317526:Y8BZ57SA UTI-6E2C391A-E3E5-330F-AE6F-A8A33CEC6B33}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:electro, P:mechanic, R:case study, T:TVET, T:Training, T:vocational training centre, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, pages = {1--8}, } @article{orrnert_links_2018, title = {Links {Between} {Education} and {Child} {Labour}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14099}, abstract = {According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review. In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace. Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education. This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children.}, language = {en}, urldate = {2022-12-18}, author = {Orrnert, Anna}, month = sep, year = {2018}, note = {Accepted: 2018-11-01T09:39:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8HI3MREX 4869029:FLZKGNQ8}, keywords = {⛔ No DOI found}, } @article{megnigbeto_lis_2007, title = {{LIS} curriculum in {French}-speaking {West} {Africa} in the age of {ICTs}: {The} case of {Benin} and {Senegal}}, url = {https://www.sciencedirect.com/science/article/pii/S1057231707000203}, doi = {10.1016/j.iilr.2007.02.007}, abstract = {Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.}, language = {en}, journal = {The International Information \& Library Review}, author = {Mêgnigbêto, Eustache}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.iilr.2007.02.007 10/d26vb2 2129771:E4284BH5 2317526:8MLC73K9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Benin, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:Q, CT:T, D:developing country, F:curriculum, Q:ICT, SpecialTopic:Library, T:Training, publicImportV1}, } @techreport{martin_list_nodate, title = {List of references}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZG47NRB}, abstract = {A list of references.}, language = {en}, institution = {Open Development \& Education}, author = {Martin, Anna and {eKitabu} and {Open Development \& Education}}, doi = {10.53832/opendeved.0295}, note = {ZenodoArchiveID: 8288971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8288971 ZenodoArchiveConcept: 8288970}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{wickenden_listening_2018, title = {Listening to {Children} with {Disabilities}: {Voices} from {Uganda} and {Malawi}}, shorttitle = {Listening to {Children} with {Disabilities}}, journal = {Education and Disability in the Global South: New Perspectives from Africa and Asia}, author = {Wickenden, Mary}, year = {2018}, note = {Publisher: Bloomsbury Publishing London}, keywords = {⛔ No DOI found}, pages = {267--288}, } @techreport{scott_listening_2020, address = {Young Lives}, type = {{COVID}-19 {Phone} {Survey} {Headlines} {Report}}, title = {Listening to {Young} {Lives} at {Work} in {Ethiopia}}, url = {https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-FirstPhoneSurvey-Aug20_0.pdf}, urldate = {2020-08-20}, institution = {Oxford Department of International Development}, author = {Scott, Douglas and Favara, Marta and Porter, Catherine}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HBXKKTW5}, } @misc{noauthor_litbaskets_nodate, title = {litbaskets}, url = {https://litbaskets.io/}, abstract = {LITBASKETS — Supporting literature searches for Information Systems researchers.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LV3MZHZF 2405685:M8EMH47V 2486141:EPW67R7M}, keywords = {\_Added-ailr-2024}, } @article{bergeson_literacy_2018, title = {Literacy, {Equity}, and the {Employment} of {iPads} in the {Classroom}: {A} {Comparison} of {Secure} and {Developing} {Readers}}, volume = {6}, shorttitle = {Literacy, {Equity}, and the {Employment} of {iPads} in the {Classroom}}, doi = {10.18404/ijemst.408940}, number = {2}, journal = {International Journal of Education in Mathematics, Science and Technology}, author = {Bergeson, Kristi Tamte and Rosheim, Kay}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.18404/ijemst.408940 10/gf62gh 2129771:9W2VI77W 2129771:SFSI8HTY}, keywords = {\_C:France FRA, \_\_C:filed:1, \_\_C:scheme:1, verified}, pages = {173--181}, } @techreport{nag_literacy_2014, title = {Literacy, {Foundation} {Learning} and {Assessment} in {Developing} {Countries}}, url = {https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf}, urldate = {2014-11-24}, author = {Nag, Sonali and Chiat, Shula and Torgerson, Carole and Snowling, Margaret J.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H97YCZWA 261495:ZJVJ98CZ}, } @article{pandya_literature_2023, title = {Literature {Review} as {Research} {Methodology}: {Aid} of {Ai} ({Artificial} {Intelligence})}, volume = {9}, shorttitle = {Literature {Review} as {Research} {Methodology}}, url = {http://j.vidhyayanaejournal.org/index.php/journal/article/view/1589}, number = {si1}, urldate = {2024-03-12}, journal = {Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596}, author = {Pandya, Tamsa Pranshankar}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:FWFKQFHX}, keywords = {⛔ No DOI found}, } @article{naismith_literature_2004, title = {Literature review in mobile technologies and learning}, url = {http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf}, urldate = {2014-05-10}, author = {Naismith, Laura and Sharples, Mike and Vavoula, Giasemi and Lonsdale, Peter}, year = {2004}, note = {00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 257089:NX7RGZ2Z}, keywords = {⛔ No DOI found}, } @techreport{osborne_literature_2003, address = {Bristol}, title = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, shorttitle = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, url = {http://www.nestafuturelab.org/research/reviews/se01.htm}, number = {6}, urldate = {0025-01-06}, institution = {Nesta FutureLab}, author = {Osborne, J. and Hennessy, S.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 257089:TAHF9J5N}, } @techreport{simmons_zuilkowski_literature_nodate, type = {Science of {Teaching}}, title = {Literature {Review} on {Pre}-service {Teacher} {Education} for {Primary} {Grade} {Literacy} and {Numeracy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-Lit-Review_REV.pdf}, urldate = {2022-07-28}, author = {Simmons Zuilkowski, Stephanie and Sowa, Patience and Ralaingita, Wendi and Piper, Benjamin}, } @article{mcmahon_literature_2019, title = {Literature {Review} on {Professional} {Standards} for {Teaching}}, url = {http://www.gtcs.org.uk/web/FILES/the-standards/Literature-Review-Professional-Standards.pdf}, language = {en}, author = {McMahon, Margery A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WGM6G22X}, keywords = {⛔ No DOI found}, pages = {37}, } @techreport{hasler_literature_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Literature reviews of educational technology research in low and middle-income countries: an audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Literature reviews of educational technology research in low and middle-income countries}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, abstract = {One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.5281/zenodo.3523942}, note = {EdTechHub.Source: 2405685:NM6CPLE9 EdTechHub.Source: 2405685:SSWKT2MV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523942 10.5281/zenodo.3523943 10.5281/zenodo.3594489 2129771:GNNKPU3C 2129771:K852X3EV 2129771:MSLCS6S7 2129771:T7BUZI5N 2129771:USWMWK73 2129771:YNFZYJN7 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, LP: English, R:Literature review, systematic review, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Jordan JOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:United Kingdom GBR, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review, ⛔ No DOI found}, } @article{mitchell_literature_2018, title = {Literature search protocol for the {African} {Education} {Research} {Database}}, author = {Mitchell, Rafael and Rose, Pauline}, year = {2018}, note = {Publisher: REAL Centre, University of Cambridge KerkoCite.ItemAlsoKnownAs: 2129771:4INRA5XV 2129771:F7DSZ6NG}, keywords = {⛔ No DOI found}, } @article{papaioannou_literature_2010, title = {Literature searching for social science systematic reviews: consideration of a range of search techniques}, volume = {27}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {Literature searching for social science systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x}, doi = {10.1111/j.1471-1842.2009.00863.x}, abstract = {Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Health Information \& Libraries Journal}, author = {Papaioannou, Diana and Sutton, Anthea and Carroll, Christopher and Booth, Andrew and Wong, Ruth}, year = {2010}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2129771:EMRZDUN2 2129771:GB946YID 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB}, keywords = {\_TBC for use ailr-2024}, pages = {114--122}, } @misc{noauthor_litsonar_nodate, title = {{LitSonar}}, url = {https://litsonar.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DCDDUE9P 2405685:3PUUWHFP 2486141:G7RNZJYX}, keywords = {\_Added-ailr-2024}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, pages = {235--253}, } @inproceedings{jameson_living_2018, title = {'{Living} {Discourse}': {Critical} {Pedagogic} {Coaching} for {Active} {Student} for {Active} {Student} {Learning} in {Educational} {Technology}}, shorttitle = {'{Living} {Discourse}'}, booktitle = {International {Conference} on e-{Learning}}, publisher = {Academic Conferences International Limited}, author = {Jameson, Jill}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:6PSG4V43}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {132--XIII}, } @inproceedings{jameson_living_2018, title = {‘{Living} {Discourse}’: {Critical} {Pedagogic} {Coaching} for {Active} {Student} {Learning} in {Educational} {Technology}}, shorttitle = {‘{Living} {Discourse}’}, booktitle = {{ICEL} 2018 13th {International} {Conference} on e-{Learning}}, publisher = {Academic Conferences and publishing limited}, author = {Jameson, Jill}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:6E3HWR2U}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {132}, } @article{thomas_living_2017, title = {Living systematic reviews: 2}, volume = {91}, doi = {10.1016/j.jclinepi.2017.08.011}, language = {en}, journal = {Combining human and machine effort. Journal of Clinical Epidemiology}, author = {Thomas, J. and Noel-Storr, A. and Marshall, I.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2017.08.011 2129771:D7NV9I79 2486141:8YMLDW3K}, pages = {31--37}, } @misc{touvron_llama_2023, title = {Llama 2: {Open} {Foundation} and {Fine}-{Tuned} {Chat} {Models}}, shorttitle = {Llama 2}, url = {http://arxiv.org/abs/2307.09288}, doi = {10.48550/arXiv.2307.09288}, abstract = {In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Touvron, Hugo and Martin, Louis and Stone, Kevin and Albert, Peter and Almahairi, Amjad and Babaei, Yasmine and Bashlykov, Nikolay and Batra, Soumya and Bhargava, Prajjwal and Bhosale, Shruti and Bikel, Dan and Blecher, Lukas and Ferrer, Cristian Canton and Chen, Moya and Cucurull, Guillem and Esiobu, David and Fernandes, Jude and Fu, Jeremy and Fu, Wenyin and Fuller, Brian and Gao, Cynthia and Goswami, Vedanuj and Goyal, Naman and Hartshorn, Anthony and Hosseini, Saghar and Hou, Rui and Inan, Hakan and Kardas, Marcin and Kerkez, Viktor and Khabsa, Madian and Kloumann, Isabel and Korenev, Artem and Koura, Punit Singh and Lachaux, Marie-Anne and Lavril, Thibaut and Lee, Jenya and Liskovich, Diana and Lu, Yinghai and Mao, Yuning and Martinet, Xavier and Mihaylov, Todor and Mishra, Pushkar and Molybog, Igor and Nie, Yixin and Poulton, Andrew and Reizenstein, Jeremy and Rungta, Rashi and Saladi, Kalyan and Schelten, Alan and Silva, Ruan and Smith, Eric Michael and Subramanian, Ranjan and Tan, Xiaoqing Ellen and Tang, Binh and Taylor, Ross and Williams, Adina and Kuan, Jian Xiang and Xu, Puxin and Yan, Zheng and Zarov, Iliyan and Zhang, Yuchen and Fan, Angela and Kambadur, Melanie and Narang, Sharan and Rodriguez, Aurelien and Stojnic, Robert and Edunov, Sergey and Scialom, Thomas}, month = jul, year = {2023}, note = {arXiv:2307.09288 [cs]}, keywords = {Computer Science - Artificial Intelligence, Computer Science - Computation and Language}, } @misc{touvron_llama_2023, title = {{LLaMA}: {Open} and {Efficient} {Foundation} {Language} {Models}}, shorttitle = {{LLaMA}}, url = {http://arxiv.org/abs/2302.13971}, doi = {10.48550/arXiv.2302.13971}, abstract = {We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Touvron, Hugo and Lavril, Thibaut and Izacard, Gautier and Martinet, Xavier and Lachaux, Marie-Anne and Lacroix, Timothée and Rozière, Baptiste and Goyal, Naman and Hambro, Eric and Azhar, Faisal and Rodriguez, Aurelien and Joulin, Armand and Grave, Edouard and Lample, Guillaume}, month = feb, year = {2023}, note = {arXiv:2302.13971 [cs]}, keywords = {Computer Science - Computation and Language}, } @techreport{oecs_commission_lms_2021, type = {Policy {Guidance} on {Selecting} {Sustainable} {LMS} for {OECS} {Ministries} of {Education}}, title = {{LMS} {Selection} and {Implementation} {Tool} {Kit} {An} {Agile} {Delivery} {Approach}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {2}, institution = {Open Development \& Education}, author = {{OECS Commission}}, collaborator = {Gonsalves, Sarah-Lee and Haßler, Björn and Megha-Bongnkar, Ghislaine and AlSheikh Theeb, Thaer}, month = oct, year = {2021}, doi = {10.53832/opendeved.0206}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0206 2129771:ZUDWNBIN}, keywords = {Author:OpenDevEd}, } @article{chirwa_loans_2022, title = {Loans and {Scholarships} in {Africa}’s {Higher} {Education} {Finance}: {A} {Comparative} {Analysis} of {Capitation}, {Policy} and {Recoveries} in {Eleven} {Countries}}, volume = {10}, shorttitle = {Loans and {Scholarships} in {Africa}’s {Higher} {Education} {Finance}}, url = {https://www.researchgate.net/profile/Sitwe-Mkandawire/publication/366383780_Loans_and_Scholarships_in_Africa's_Higher_Education_Finance_A_Comparative_Analysis_of_Capitation_Policy_and_Recoveries_in_Eleven_Countries/links/639dc94c095a6a77743956fe/Loans-and-Scholarships-in-Africas-Higher-Education-Finance-A-Comparative-Analysis-of-Capitation-Policy-and-Recoveries-in-Eleven-Countries.pdf}, doi = {10.37745/bje.2013/vol10n166788}, number = {16}, urldate = {2023-12-06}, journal = {British Journal of Education}, author = {Chirwa, Ireen Nayame and Masaiti, Gift and Mwale, Nelly and Mkandawire, Sitwe Benson and Mulenga, Innocent Mutale and Sichula, Noah Kenny}, year = {2022}, note = {Publisher: European-American Journals}, pages = {67--88}, } @article{nayame-chirwa_loans_2022, title = {Loans and scholarships in {Africa}’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries.}, shorttitle = {Loans and scholarships in {Africa}’s higher education finance}, author = {Nayame-Chirwa, Ireen and Masaiti, Gift and Mwale, Nelly and Mkandawire, Sitwe Benson and Mulenga, Innocent Mutale and Sichula, Noah Kenny}, year = {2022}, note = {Publisher: British Journal of Education, 10 (16), 67-88}, keywords = {⛔ No DOI found}, } @techreport{usaid_local_nodate, title = {Local {Capacity} {Strengthening} {Policy}}, url = {https://www.usaid.gov/sites/default/files/2022-10/LCS-Policy-2022-10-17.pdf}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48WAG95Q}, } @article{howe_local_2001, title = {Local community training and education in southern {Tanzania}—a case study}, url = {https://www.sciencedirect.com/science/article/pii/S0308597X0100029X}, doi = {10.1016/s0308-597x(01)00029-x}, abstract = {Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.}, language = {en}, journal = {Marine Policy}, author = {Howe, Vicki}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:women, P:economy, P:environment, P:teachers, R:case study, R:evaluation, T:Training, Z:Capacity building, Z:East Africa, Z:Local community, Z:Marine environmental education, publicImportV1}, } @techreport{sendon_localizacion_2022, title = {Localización de la demanda insatisfecha de instituciones educativas. {Una} propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en {Argentina}}, language = {es}, author = {Sendón, María Alejandra}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY}, pages = {12}, } @phdthesis{beckett_location_2018, title = {Location {Matters}: {A} {Geospatial} {Analysis} of {Principal} {Turnover} in the {Denver} {Metropolitan} {Area}}, shorttitle = {Location {Matters}}, url = {https://digitalcommons.du.edu/etd/1507}, author = {Beckett, Lorna}, month = aug, year = {2018}, keywords = {\_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{noauthor_lockdown_2021, chapter = {Family \& Education}, title = {Lockdown {Learning}: {BBC} puts school materials on {TV}, {iPlayer} and online}, shorttitle = {Lockdown {Learning}}, url = {https://www.bbc.com/news/education-55591821}, abstract = {As schools closed amid the UK lockdowns, lessons from BBC Bitesize move on to BBC Two and CBBC.}, language = {en-GB}, urldate = {2021-01-10}, journal = {BBC News}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AQH9RGI5}, } @article{bariau_longterm_2006, title = {Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial}, volume = {1}, journal = {PLoS clinical trials}, author = {Bariau, Robert J.Sternberg and Drake, Lesley J. and Milligan, Paul and Cheung, Yin Bun}, year = {2006}, keywords = {⛔ No DOI found}, pages = {19}, } @techreport{washington_long-term_2018, address = {C}, title = {Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in {Cambodia} ({English})}, url = {http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-froma-scholarship-program-in-Cambodia}, institution = {World Bank Group}, author = {Washington, D. and Barrera-Osorio, Felipe and Barros, Andreas De and Filmer, Deon P.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BW22IT72 2129771:D3UX53BE}, } @article{partanen_longitudinal_2019, title = {Longitudinal outcomes of an individualized and intensive reading intervention for third grade students}, issn = {10769242 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064804957&doi=10.1002%2fdys.1616&partnerID=40&md5=8a53268b82d0845ea879695bf10664da}, doi = {10.1002/dys.1616}, abstract = {Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62\% before intervention to 35\% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports. © 2019 John Wiley \& Sons, Ltd.}, language = {English}, journal = {Dyslexia}, author = {Partanen, M. and Siegel, L.S. and Giaschi, D.E.}, year = {2019}, note = {Publisher: John Wiley and Sons Ltd KerkoCite.ItemAlsoKnownAs: 10.1002/dys.1616 2129771:4SMVZLFZ 2339240:94KT5HE7 2486141:KUTRSXCF}, keywords = {Awareness, Child, Dyslexia, Female, Humans, Learning Disorders, Linguistics, Longitudinal Studies, Male, Reading, Remedial Teaching, Students, \_AcademicRecoveryOECS, awareness, child, dyslexia, female, human, individualized instruction, intensive intervention, learning disorder, linguistics, longitudinal study, male, procedures, psychology, reading, reading disability, response to intervention, student, teaching}, } @article{pachler_looking_2018, title = {Looking back, moving forward: {Impact} and measurability of the use of educational technology}, shorttitle = {Looking back, moving forward}, doi = {10.1007/978-3-319-53803-7_82-1}, journal = {Second Handbook of Information Technology in Primary and Secondary Education}, author = {Pachler, Norbert and Turvey, Keith}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-53803-7\_82-1 10/gf62jh 2129771:QGIJXYCC}, keywords = {\_\_C:filed:1}, pages = {1--19}, } @article{melhuish_k__falloon_g_looking_2010, title = {Looking to the future: {M}-learning with the {iPad}}, volume = {22}, url = {http://researchcommons.waikato.ac.nz/handle/10289/5050}, number = {3}, journal = {Computers in New Zealand Schools: Learning, Leading, Technology}, author = {{Melhuish, K. \& Falloon, G.}}, year = {2010}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:J6NU5K3S 257089:EXRFSAER}, keywords = {⛔ No DOI found}, pages = {1--16}, } @inproceedings{hasler_low_2006, title = {Low {Bandwidth} {Multimedia} {Streaming}}, copyright = {All rights reserved}, publisher = {ICTP-SDU, Trieste}, author = {Haßler, Björn}, year = {2006}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:VX28EEZH}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{hudha_low_2020, title = {Low {Carbon} {Education}: {A} {Review} and {Bibliometric} {Analysis}}, volume = {9}, issn = {2165-8714}, shorttitle = {Low {Carbon} {Education}}, url = {https://eric.ed.gov/?id=EJ1241248}, doi = {10.12973/eu-jer.9.1.319}, abstract = {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'.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {European Journal of Educational Research}, author = {Hudha, Muhammad Nur and Hamidah, Ida and Permanasari, Anna and Abdullah, Ade Gafar and Rachman, Indriyani and Matsumoto, Toru}, year = {2020}, note = {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}, pages = {319--329}, } @techreport{walsh_low_2012, title = {Low {Cost} {Mobile} {Phones} for {Large} {Scale} {Teacher}}, abstract = {Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.}, language = {en}, author = {Walsh, Christopher S and Shaheen, Robina and Power, Tom and Hedges, Claire and Kahtoon, Masuda and Mondol, Sikander}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ST4QHRJ 2405685:XPZGL85X}, pages = {9}, } @techreport{sabarwal_low-cost_2020, title = {Low-{Cost} {Private} {Schools} in {Tanzania}: {A} {Descriptive} {Analysis}}, shorttitle = {Low-{Cost} {Private} {Schools} in {Tanzania}}, url = {https://riseprogramme.org/publications/low-cost-private-schools-tanzania-descriptive-analysis}, abstract = {This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Sabarwal, Shwetlena and Sununtnasuk, Celeste and Ramachandran, Deepika}, month = aug, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/044}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/044 2129771:TFZ72NQD}, } @techreport{chuang_low-tech_2021, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Low-{Tech} {Devices} and {Connectivity} for {Learning} in {Lebanon}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ISTFVCA7}, number = {29}, institution = {EdTech Hub}, author = {Chuang, Rachel and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.4140412}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2405685:ISTFVCA7 2339240:9PYYNK6J}, keywords = {\_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{beam_lowering_2022, title = {Lowering {Barriers} to {Remote} {Education}: {Experimental} {Impacts} on {Parental} {Responses} and {Learning}}, issn = {1556-5068}, shorttitle = {Lowering {Barriers} to {Remote} {Education}}, url = {https://www.ssrn.com/abstract=4234910}, doi = {10.2139/ssrn.4234910}, abstract = {We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.}, language = {en}, urldate = {2023-02-15}, journal = {SSRN Electronic Journal}, author = {Beam, Emily and Mukherjee, Priya and Navarro-Sola, Laia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 4804264:LEHG7KXA}, keywords = {Final\_citation, cited, existing}, } @misc{noauthor_ltr-559_nodate, title = {{LTR}-559 light and proximity sensor}, url = {https://optoelectronics.liteon.com/upload/download/ds86-2013-0003/ltr-559als-01_ds_v1.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XXVY4YJN 4682641:5Y7Z365Y}, } @misc{noauthor_ltr390-uv-1_nodate, title = {{LTR390}-{UV}-1}, url = {https://optoelectronics.liteon.com/upload/download/DS86-2015-0004/LTR-390UV_Final_%20DS_V1%201.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DL6RXTMA 4682641:YUJ6G77J}, } @book{mitchell_machine_1997, address = {Burr Ridge, IL}, title = {Machine learning}, volume = {45}, language = {it}, publisher = {McGrawHill}, author = {Mitchell, T.M.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T4S5QUGW 2486141:AH4C355I}, } @article{huntingford_machine_2019, title = {Machine learning and artificial intelligence to aid climate change research and preparedness}, volume = {14}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/ab4e55/meta}, doi = {10.1088/1748-9326/ab4e55}, number = {12}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Huntingford, Chris and Jeffers, Elizabeth S. and Bonsall, Michael B. and Christensen, Hannah M. and Lees, Thomas and Yang, Hui}, year = {2019}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 2129771:7N9WBSQ8 2129771:B8I3ZLID 2129771:NLLUDL7F 2129771:PHQKKXSL}, pages = {124007}, } @article{milojevic-dupont_machine_2021, title = {Machine learning for geographically differentiated climate change mitigation in urban areas}, volume = {64}, url = {https://www.sciencedirect.com/science/article/pii/S2210670720307423}, doi = {10.1016/j.scs.2020.102526}, urldate = {2024-02-24}, journal = {Sustainable Cities and Society}, author = {Milojevic-Dupont, Nikola and Creutzig, Felix}, year = {2021}, note = {Publisher: Elsevier}, pages = {102526}, } @article{biesbroek_machine_2020, title = {Machine learning for research on climate change adaptation policy integration: an exploratory {UK} case study}, volume = {20}, issn = {1436-3798, 1436-378X}, shorttitle = {Machine learning for research on climate change adaptation policy integration}, url = {https://link.springer.com/10.1007/s10113-020-01677-8}, doi = {10.1007/s10113-020-01677-8}, abstract = {Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy.}, language = {en}, number = {3}, urldate = {2024-02-24}, journal = {Regional Environmental Change}, author = {Biesbroek, Robbert and Badloe, Shashi and Athanasiadis, Ioannis N.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JNR484W7 2129771:KNZKQHPI}, pages = {85}, } @article{bochenek_machine_2022, title = {Machine learning in weather prediction and climate analyses—applications and perspectives}, volume = {13}, url = {https://www.mdpi.com/2073-4433/13/2/180}, doi = {10.3390/atmos13020180}, number = {2}, urldate = {2024-02-24}, journal = {Atmosphere}, author = {Bochenek, Bogdan and Ustrnul, Zbigniew}, year = {2022}, note = {Publisher: MDPI}, pages = {180}, } @article{crane-droesch_machine_2018, title = {Machine learning methods for crop yield prediction and climate change impact assessment in agriculture}, volume = {13}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/aae159/meta}, doi = {10.1088/1748-9326/aae159}, number = {11}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Crane-Droesch, Andrew}, year = {2018}, note = {Publisher: IOP Publishing}, pages = {114003}, } @inproceedings{tkaczyk_machine_2018, address = {Fort Worth, Texas, USA}, title = {Machine learning vs. {Rules} and out-of-the-box vs. retrained}, language = {en}, booktitle = {Proceedings of the {ACM}/{IEEE} on {Joint} {Conference} on {Digital} {Libraries}}, author = {Tkaczyk, D. and Collins, A. and Sheridan, P.}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MBUCEYE8 2486141:76I7WBRZ}, } @article{seeber_machines_2020, title = {Machines as teammates: a research agenda on {AI} in team collaboration}, volume = {57}, doi = {10.1016/j.im.2019.103174}, language = {en}, number = {2}, journal = {Information \& Management}, author = {Seeber, I. and Bittner, E. and Briggs, R.O.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2019.103174 2129771:RDIGWY8X 2486141:98655IKN}, pages = {1--22}, } @misc{ajadi_macrame_2010, title = {'{Macramé} {Panorama}' {Sunday} {Sun} ({National} {Daily}) {November} 7 {Also} in}, language = {en}, author = {Ajadi, S.B. and Ajadi, S.B.}, year = {2010}, } @article{carrington_madagascan_2023, chapter = {Environment}, title = {Madagascan heatwave ‘virtually impossible’ without human-caused global heating}, issn = {0261-3077}, url = {https://www.theguardian.com/environment/2023/nov/23/madagascar-record-heatwave-climate-crisis-study}, abstract = {Study finds impact of heat on millions of people went unrecorded, highlighting limitations many African countries face}, language = {en-GB}, urldate = {2023-11-24}, journal = {The Guardian}, author = {Carrington, Damian and editor, Damian Carrington Environment}, month = nov, year = {2023}, keywords = {Africa, Climate crisis, Environment, Extreme heat, Extreme weather, Madagascar, World news}, } @article{baumann_magdeburger_2012, title = {Magdeburger {Schriften} zur {Berufs}- und {Wirtschaftspädagogik}}, abstract = {National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.}, language = {en}, author = {Baumann, Fabienne-Agnes}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B9X8B2F3}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {152}, } @book{silvernail_maines_2007, title = {Maine’s middle school laptop program: {Creating} better writers}, publisher = {Gorham, ME: Maine Education Policy Research Institute}, author = {Silvernail, David L and Gritter, Aaron K}, year = {2007}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:KSDKETRQ 257089:D3QXBJEK}, } @techreport{banerjee_mainstreaming_2016, type = {Working {Paper}}, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of “{Teaching} at the {Right} {Level}” in {India}}, shorttitle = {Mainstreaming an {Effective} {Intervention}}, url = {http://www.nber.org/papers/w22746}, abstract = {Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.}, number = {22746}, urldate = {2020-07-27}, institution = {National Bureau of Economic Research}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukherji, Shobhini and Shotland, Marc and Walton, Michael}, month = oct, year = {2016}, doi = {10.3386/w22746}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w22746 2129771:4SI8CL4K 2129771:IJ484UVX 2129771:JP65D9ZN 2129771:QHBP9EXP 2129771:WAVMVLKN 2405685:LEGZTSPV 2486141:KZKGLZ26}, keywords = {C:India, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{wright_major_2021, title = {Major climate change-induced risks to human health in {South} {Africa}}, volume = {196}, doi = {10.1016/j.envres.2021.110973}, journal = {Environmental Research}, author = {Wright, Caradee Y. and Kapwata, Thandi and Du Preez, David Jean and Wernecke, Bianca and Garland, Rebecca M. and Nkosi, Vusumuzi and Landman, Willem A. and Dyson, Liesl and Norval, Mary}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envres.2021.110973 2129771:7N28Q6TR 4682641:GYSLWDGI}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {110973}, } @article{teddlie_major_2003, title = {Major issues and controveries in the use of mixed methods in the social and behvioral sciences}, journal = {Handbook of mixed methods in social \& behavioral research}, author = {Teddlie, Charles and Tashakkori, Abbas}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:42PBFYSZ 2486141:2I5UND5S 261495:WTW7EYLL 503888:GKK5M9B9}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed, ⛔ No DOI found}, pages = {3--50}, } @article{eriksson_makerspace_2018, title = {Makerspace in school: considerations from a large-scale national testbed}, volume = {16}, doi = {10.1016/j.ijcci.2017.10.001}, journal = {International Journal of Child-Computer Interaction}, author = {Eriksson, Eva and Heath, Carl and Ljungstrand, Peter and Parnes, Peter}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2017.10.001 2129771:8LDMQVEL 4426965:B4JZM69C}, keywords = {Stefanie}, pages = {9--15}, } @article{maclean_making_2019, title = {Making a difference in the real world? {A} meta-analysis of the quality of use-oriented research using the {Research} {Quality} {Plus} approach}, volume = {28}, url = {https://academic.oup.com/rev/article/28/2/123/5090812}, doi = {10.1093/reseval/rvy026}, number = {2}, journal = {Research Evaluation}, author = {MacLean, Robert and Sen, Kunal}, month = apr, year = {2019}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {123--135}, } @article{price_making_2011, title = {Making a difference with smart tablets}, volume = {39}, number = {1}, journal = {Teacher Librarian}, author = {Price, Amy}, year = {2011}, note = {00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 257089:6E5TQ5JE}, keywords = {⛔ No DOI found}, pages = {31--34}, } @article{lee_making_2015, title = {‘{Making} do’: {Teachers}’ coping strategies for dealing with textbook shortages in urban {Zambia}}, volume = {48}, url = {https://doi.org/10.1016/j.tate.2015.02.008.}, doi = {10.1016/j.tate.2015.02.008}, journal = {Teaching and Teacher Education}, author = {Lee, J. and Zuilkowski, S.S.}, year = {2015}, pages = {117--128}, } @misc{matic_making_2018, title = {Making {Kolibri} an {All}-{Around} {Inclusive} {EdTech}}, url = {https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9}, abstract = {Interactive Components, Documentation and Beyond}, language = {en}, urldate = {2021-02-03}, journal = {Medium}, author = {Matic, Radina}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J32X8QE7}, } @book{traxler_making_2011, address = {Bristol}, series = {Discussions in education}, title = {Making mobile learning work: case studies of practice}, isbn = {978-1-907207-30-3}, url = {http://escalate.ac.uk/8250}, publisher = {ESCalate, HEA Subject Centre for Education, University of Bristol}, author = {Traxler, J. and Wishart, J.}, month = apr, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 257089:VJRBESBN}, } @techreport{hardman_making_2015, title = {Making pedagogical practices visible in discussions of educational quality}, url = {http://unesdoc.unesco.org/images/0023/002324/232449e.pdf}, author = {Hardman, Frank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7NNAKRU 261495:VMTVEKDF}, } @article{beller_making_2018, title = {Making progress with the automation of systematic reviews: principles of the {International} {Collaboration} for the {Automation} of {Systematic} {Reviews} ({ICASR})}, volume = {7}, issn = {2046-4053}, shorttitle = {Making progress with the automation of systematic reviews}, url = {https://doi.org/10.1186/s13643-018-0740-7}, doi = {10.1186/s13643-018-0740-7}, abstract = {Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Beller, Elaine and Clark, Justin and Tsafnat, Guy and Adams, Clive and Diehl, Heinz and Lund, Hans and Ouzzani, Mourad and Thayer, Kristina and Thomas, James and Turner, Tari and Xia, Jun and Robinson, Karen and Glasziou, Paul and Adams, Clive and Ahtirschi, Olga and Beller, Elaine and Clark, Justin and Christensen, Robin and Diehl, Heinz and Elliott, Julian and Glasziou, Paul and Graziosi, Sergio and Kuiper, Joel and Lund, Hans and Moustgaard, Rasmus and O’Connor, Annette and Ouzzani, Mourad and Riis, Jacob and Robinson, Karen and Soares-Weiser, Karla and Thayer, Kris and Thomas, James and Turner, Tari and Tsafnat, Guy and Vergara, Camilo and Wedel-Heinen, Ida and Xia, Jun and {On behalf of the founding members of the ICASR group}}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-018-0740-7 2129771:UVC9AI9S 2486141:HS3YSTZS 2486141:LXFVPM4S}, keywords = {Automation, Collaboration, Systematic review, \_TBC for use ailr-2024}, pages = {77}, } @book{bruns_making_2011, address = {Washington, DC}, title = {Making {Schools} {Work}: {New} {Evidence} on {Accountability} {Reforms}}, publisher = {World Bank}, author = {Bruns, Barbara and Filmer, Deon and Patrinos, Harry P.}, year = {2011}, } @book{patru_making_2016, title = {Making {Sense} of {MOOCs} {A} {Guide} for {Policy}-{Makers} in {Developing} {Countries}}, isbn = {978-92-3-100157-4}, publisher = {UNESCO, Commonwealth of Learning}, author = {Patru, M and Balaji, V}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C3DRBKX9 261495:BG68DDTQ}, } @misc{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, shorttitle = {Making the {Grade}}, url = {https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/}, abstract = {I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures"}, language = {en-US}, urldate = {2022-11-29}, journal = {Jason Kerwin}, author = {Kerwin, Author Jason}, month = mar, year = {2020}, note = {Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2129771:IJC7NAMS 4869029:CWEVCHVR}, } @article{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://direct.mit.edu/rest/article-abstract/103/2/251/97681/Making-the-Grade-The-Sensitivity-of-Education}, doi = {10.1162/rest_a_00911}, language = {en-GB}, urldate = {2024-03-04}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 4804264:36ZP5QTD 4804264:7CYCDLGN}, keywords = {Final\_citation}, pages = {1--45}, } @article{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, urldate = {2020-07-21}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = mar, year = {2020}, note = {Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR}, keywords = {NULP, interesting}, pages = {1--45}, } @article{kerwin_making_2021, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2023-10-26}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2129771:5U6D5BPP 2486141:PAUNZ7M8}, pages = {251--264}, } @article{kerwin_making_2018, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {1556-5068}, shorttitle = {Making the {Grade}}, url = {https://www.ssrn.com/abstract=3002723}, doi = {10.2139/ssrn.3002723}, language = {en}, urldate = {2020-06-18}, journal = {SSRN Electronic Journal}, author = {Kerwin, Jason and Thornton, Rebecca L.}, year = {2018}, note = {shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96}, keywords = {\_C:Australia AUS, \_C:Chad TCD, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Mexico MEX, \_C:Spain ESP, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:scheme:1, interesting}, } @misc{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures} [blog post]}, shorttitle = {Making the {Grade}}, url = {https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/}, language = {en-US}, urldate = {2020-07-21}, journal = {Jason Kerwin}, author = {Kerwin, Jason and Thornton, Rebecca}, month = mar, year = {2020}, note = {Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93}, keywords = {C:Uganda, NULP, interesting}, } @inproceedings{akogun_malaria_2010, address = {Melbourne, Australia}, title = {Malaria {Management} on the {Go} among {Nigerian} {Fulani} {Nomads}}, language = {zu}, booktitle = {Abstract {ID}: {ABSLT}-{KLBXB}-{UBSZ4}-{48WD2} {International} {Conference} of {Parasitology}}, author = {Akogun, O.B. and S, Njobdi and Adesina, Adedoyin}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6SHUZ8XZ 2129771:QAUS5NZ9 2486141:QKF2BT54}, keywords = {⛔ No DOI found}, } @misc{unesco_malawi_nodate, title = {Malawi - {Comprehensive} {Sexuality} {Education}}, url = {https://education-profiles.org/sub-saharan-africa/malawi/~comprehensive-sexuality-education}, journal = {education-profiles.org}, author = {{UNESCO}}, } @techreport{burchfield_malawi_1996, address = {Malawi}, type = {Follow-up {Study}}, title = {Malawi {GABLE} {Social} {Mobilisation} {Campaign} {Activities}: {A} {Review} of {Research} and {Report} on {Findings} of {KAP} {Creative} {Associates} {International} {Inc}./{USAID}/{Malawi}.}, institution = {USAID}, author = {Burchfield, S. and Kadzamira, E.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NNRGG8EQ 4752638:XJQK4QUD}, keywords = {\_C:Malawi MWI}, } @misc{noauthor_malawi_nodate, title = {Malawi {Internet} {Users}}, url = {https://www.internetlivestats.com/internet-users/malawi/}, abstract = {Internet Usage in Malawi by year: Internet Users, growth rate, population, Internet penetration, global rank}, language = {en}, urldate = {2020-08-04}, journal = {Internet Live Stats}, note = {Library Catalog: www.internetlivestats.com KerkoCite.ItemAlsoKnownAs: 2129771:MXQ98C86}, } @article{mvula_malawi_2000, title = {Malawi {Social} {Action} {Fund}: {Third} {Beneficiary} {Assessment} of the {Public} {Works} {Programme}}, shorttitle = {Malawi {Social} {Action} {Fund}}, journal = {report by Wadonda Consult prepared for the Malawi Social Action Fund, Lilongwe: MASAF}, author = {Mvula, P. M. and Zgovu, E. K. and Chirwa, E. W. and Kadzamira, Esme}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SEH3LM9B 4752638:WEU66VRQ}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{kadzamira_malawi_2004, title = {Malawi: {Study} of {Non}-state providers of basic services}, shorttitle = {Malawi}, journal = {DFID Policy division}, author = {Kadzamira, Esme and Moran, Dominique and Mulligan, Jo and Ndirenda, Nebert and Reed, B. and Rose, P.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HNHJXC6N 4752638:2PJRJ6TA 4752638:88HH3U5J 4752638:AEPABIAU}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{vale_management_2022, title = {Management {Accounting} and {Control} in {Higher} {Education} {Institutions}: {A} {Systematic} {Literature} {Review}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2076-3387}, shorttitle = {Management {Accounting} and {Control} in {Higher} {Education} {Institutions}}, url = {https://www.mdpi.com/2076-3387/12/1/14}, doi = {10.3390/admsci12010014}, abstract = {The new public management reforms have led to significant changes in higher education institutions (HEIs) regarding the management accounting and control (MAC) of these organizations. Therefore, this paper provides an overview of the main studies on MAC in these types of organizations through a systematic literature review (SLR). The PRISMA guidelines were followed, and data were collected from the Web of Science and Scopus databases. The final sample encompassed 50 articles, published between 1981 and 2020. The results show that MAC research tends to focus on management control systems and performance evaluation systems. They also suggest that, although the development and implementation of various MAC tools are crucial for HEIs, such implementation often is partial. This is due to the stakeholders’ perceptions/attitudes regarding the importance of such tools. The results also indicate that institutional theory is the most addressed one. Most of the time, HEIs implement MAC tools due to external pressures. By synthesizing the main trends in MAC, this SLR intends to provide a theoretical contribution to the literature in this research field. Several themes for further research are suggested, such as assessing the relationship between MAC and the management of “knowledge” and intellectual capital in these institutions, and addressing sustainability issues. From a practical viewpoint, HEI managers can obtain important insights to apply the most appropriate tools to their institutions.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Administrative Sciences}, author = {Vale, José and Amaral, Joana and Abrantes, Luís and Leal, Carmem and Silva, Rui}, month = mar, year = {2022}, note = {Number: 1 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {accounting theories, higher education institutions, management accounting, management control, systematic literature review}, pages = {14}, } @article{mbore_management_2019, series = {Feature}, title = {Management control system, organizational processes and institutional performance of technical training institutions in {Kenya}}, doi = {10.20525/ijrbs.v8i6.539}, abstract = {The purpose of this study was to determine the Moderating Effect of Management Control System (MCS) in the relationship between Organizational Processes and Institutional Performance of Technical Training Institutions (TTIs) in Kenya. The study was a cross-sectional survey in nature and used explanatory research design with the population obtained from the TTIs that were registered with the Ministry of Education, Science and Technology ßiOEST) and Technical and Vocational Education and Training Authority (TVETA) by 2015. The main research instrument was a closed-ended questionnaire. The hypotheses in this study were tested using Hierarchical Moderated Multiple Regression ĢMMR) and the study found that Organizational Processes had a significant positive influence on the institutional performance of TTIs in Kenya. The study findings indicated that the estimated coefficient was 0.555 indicating that Organizational Processes had a significant influence on institutional performance. Further, the study found evidence that (i) MCS moderates the relationship between organizational processes and institutional performance, (ii)) MCS had a moderating effect on the relationship between organizational processes and institutional performance of Technical Training Institutions (TTIs) in Kenya.}, author = {Mbore, Clement Karani and School of Business {and} Economics, Nairobi, Kenya, Moi University and Sang, Jane and Komen, Joyce}, editor = {Mbore, Moi University, Nairobi, Kenya, Clement Karani; School of Business {and} Economics}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.20525/ijrbs.v8i6.539 2129771:7P9GW5J9 2129771:FYFB4VSF}, } @article{bhutoria_managerial_2022, title = {Managerial practices and school efficiency: a data envelopment analysis across {OECD} and {MENA} countries using {TIMSS} 2019 data}, volume = {10}, shorttitle = {Managerial practices and school efficiency}, doi = {10.1186/s40536-022-00147-3}, number = {1}, journal = {Large-scale Assessments in Education}, author = {Bhutoria, Aditi and Aljabri, Nayyaf}, year = {2022}, note = {Publisher: Springer}, pages = {1--25}, } @article{sampson_managing_2006, title = {Managing database overlap in systematic reviews using {Batch} {Citation} {Matcher}: case studies using {Scopus}}, volume = {94}, issn = {1536-5050}, shorttitle = {Managing database overlap in systematic reviews using {Batch} {Citation} {Matcher}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1629443/}, number = {4}, urldate = {2021-04-17}, journal = {Journal of the Medical Library Association}, author = {Sampson, Margaret and McGowan, Jessie and Cogo, Elise and Horsley, Tanya}, month = oct, year = {2006}, pmid = {17082844}, pmcid = {PMC1629443}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FYHCNH5 2129771:SPTUIY5G}, pages = {461--e219}, } @techreport{lunny_managing_2021, type = {preprint}, title = {Managing {Overlap} of {Primary} {Studies} {Results} {Across} {Systematic} {Reviews}: {Practical} {Considerations} for {Authors} of {Overviews} of {Reviews}}, shorttitle = {Managing {Overlap} of {Primary} {Studies} {Results} {Across} {Systematic} {Reviews}}, url = {https://www.researchsquare.com/article/rs-145573/v1}, abstract = {Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.}, language = {en}, urldate = {2021-04-17}, institution = {In Review}, author = {Lunny, Carole and Pieper, Dawid and Thabet, Pierre and Kanji, Salmaan}, month = jan, year = {2021}, doi = {10.21203/rs.3.rs-145573/v1}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-145573/v1 2129771:887T8GBR}, } @article{sands_managing_2020, title = {Managing the human–chatbot divide: how service scripts influence service experience}, shorttitle = {Managing the human–chatbot divide}, doi = {10.1108/JOSM-06-2019-0203}, journal = {Journal of Service Management}, author = {Sands, Sean and Ferraro, Carla and Campbell, Colin and Tsao, Hsiu-Yuan}, year = {2020}, note = {Publisher: Emerald Publishing Limited}, } @article{boateng_managing_2019, title = {Managing {Transitions} from {Mother} {Tongue} {Instruction} to {English} as the {Medium} {Instruction}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14346}, abstract = {International evidence is clear that there is no best practice in transitioning from mother tongue to English as the medium of instruction in low and middle-income countries. Many studies found in the development of this helpdesk report provided in-depth analysis on the complex colonial histories of mother tongue language policies, nation building, implementation realities and challenges, as well as the importance of a cohesive mother tongue policy. Other papers found for this report provided useful policy considerations for governments, donors and programme staff. Much of the research addresses wider enablers to promote better quality inclusive education at a systemic level through mother tongue language policies. Some authors suggest that we are quite a way from a ‘global’ understanding of the aims and purposes of EMI because it appears to be a phenomenon which is being introduced ‘top-down’ by policy makers and education managers, rather than through consultation with the key stakeholders. Likewise there is a lack of understanding of the wider consequences or the outcomes of EMI (Clegg, 2005; Pinnock, 2009; Dearden, 2014). The benefits of mother tongue instruction (MTI) are well established in literature. The literature describes three main language of instruction models, namely: ‘early-exit’ (1-4 years of MTI), ‘late-exit’ (1-6 years of MTI), and ‘very late-exit’ (1-8 years or beyond in MTI). Results from early-exit policies show low learning outcomes, and this model is often fraught with implementation challenges from political will to resourcing. The sudden transition in early-exit policies does not allow learners to develop adequate cognitive, linguistic and academic skills in their mother tongues prior to the switch. The effective transfer of cognitive and academic competences from the mother tongue to the second language is possible only when the learners have acquired adequate linguistic and academic competence in their mother tongues. The weight of current evidence strongly suggests that if the academic benefits of MTI are to be achieved, then initial MTI needs to be a minimum of six years.}, language = {en}, urldate = {2022-12-18}, author = {Boateng, Pearl}, month = jan, year = {2019}, note = {Accepted: 2019-02-19T14:41:09Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:3756JRGX 4869029:2554C6A3}, keywords = {⛔ No DOI found}, } @article{bouck_manipulative_2018, title = {Manipulative apps to support students with disabilities in mathematics}, volume = {53}, doi = {10.1177/1053451217702115}, number = {3}, journal = {Intervention in School and Clinic}, author = {Bouck, Emily C. and Working, Christopher and Bone, Erin}, year = {2018}, note = {00007 KerkoCite.ItemAlsoKnownAs: 10.1177/1053451217702115 10/gcp7qk 2129771:K8MTTE73 2129771:RPJQ948Q}, keywords = {\_\_C:filed:1}, pages = {177--182}, } @article{glewwe_many_2009, title = {Many children left behind? {Textbooks} and test scores in {Kenya}}, volume = {1}, url = {https://doi.org/10.1257/app.1.1.112.}, doi = {10.1257/app.1.1.112}, number = {1}, journal = {American Economic Journal: Applied Economics}, author = {Glewwe, P. and Kremer, M. and Moulin, S.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BZDB6Z69 2129771:SVYBQR59}, pages = {112--135}, } @techreport{myers_mapeo_2022, type = {Helpdesk {Response}}, title = {Mapeo y análisis de programas {EdTech} en {América} {Latina} y el {Caribe}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XIIQ4FSE}, abstract = {Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0132}, note = {ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE}, keywords = {\_r:AddedByZotZen}, } @misc{desjardins_mapped_2019, title = {Mapped: {The} {Median} {Age} of the {Population} on {Every} {Continent}}, shorttitle = {Mapped}, url = {https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/}, abstract = {This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.}, language = {en-US}, urldate = {2020-08-01}, journal = {Visual Capitalist}, author = {Desjardins, Jeff}, month = feb, year = {2019}, note = {Library Catalog: www.visualcapitalist.com KerkoCite.ItemAlsoKnownAs: 2129771:7YXWCTBK}, } @book{crampton_mapping_2011, title = {Mapping: {A} {Critical} {Introduction} to {Cartography} and {GIS}}, isbn = {978-1-4443-5673-1}, shorttitle = {Mapping}, abstract = {Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory}, language = {en}, publisher = {John Wiley \& Sons}, author = {Crampton, Jeremy W.}, month = sep, year = {2011}, note = {Google-Books-ID: Lw08zMsCTeEC}, keywords = {Science / Earth Sciences / Geography}, } @techreport{myers_mapping_2022, type = {Helpdesk {Response}}, title = {Mapping and {Analysing} {Digital} {Learning} {Platforms} in {Latin} {America} and the {Caribbean}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VINQBTJ5}, abstract = {This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {47}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0111}, note = {ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5}, keywords = {\_r:AddedByZotZen}, } @article{africa_mapping_nodate, title = {Mapping education data in sub-{Saharan} {Africa}}, author = {Africa, Education Sub Saharan}, keywords = {⛔ No DOI found}, } @misc{unlocking_data_mapping_2021, title = {Mapping education data in sub-{Saharan} {Africa}: {Our} experience from the {Unlocking} {Data} campaign and {Sierra} {Leone}}, url = {https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk}, urldate = {2022-05-10}, author = {{Unlocking Data}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVNL5DT5 2339240:HAKTFJKU 2405685:YPE9D2W3}, keywords = {\_C:Sierra Leone SLE}, } @misc{university_of_cambridge_faculty_of_education_mapping_nodate, title = {Mapping {Education} {Research} in sub-{Saharan} {Africa}}, url = {https://www.educ.cam.ac.uk/centres/real/researchthemes/highereducation/mappingeducation/}, urldate = {2020-05-27}, author = {University of Cambridge Faculty of Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CTZA4ZNT 2317526:AD546EWE}, } @inproceedings{hasler_mapping_2017, address = {Cambridge, UK}, title = {Mapping in {Education} and {International} {Development}}, copyright = {All rights reserved}, author = {Haßler, Björn}, month = jun, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:TWJQNU7K}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{ajadi_mapping_2023, title = {Mapping {Magic} in {Markets} of {Africa}}, url = {https://www.arct.cam.ac.uk/aboutthedepartment/scroope-journal/current-issue}, language = {en}, journal = {Scroope: Cambridge Journal of Architecture}, author = {Ajadi, S.B.}, editor = {F., Mhmood and H, Mitcheltree}, year = {2023}, keywords = {⛔ No DOI found}, } @techreport{rui_mapping_2023, type = {Helpdesk response}, title = {Mapping {National} {Digital} {Learning} {Platforms}: {Full} {Dataset}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SPWJF5UR}, abstract = {The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45a}, institution = {EdTech Hub}, author = {Rui, Tingting and Chuang, Rachel and Thinley, Sangay and AlSheikh Theeb, Thaer and Villavicencio, Xuzel and Hasiniavo, Rasolohery}, month = dec, year = {2023}, doi = {10.53832/edtechhub.0178}, note = {ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR}, keywords = {\_r:AddedByZotZen}, } @techreport{bananuka_mapping_2008, type = {Working document}, title = {Mapping {Non}-formal {Education} at {Post}-primary {Educational} {Level} in {Uganda}}, url = {http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf}, abstract = {1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.}, language = {en}, author = {Bananuka, T and Katahoire, AR}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EA9BUVQ7 2317526:UGSJKI92}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:PhD, Q:community education, Q:primary education, T:TVET, T:company-based training, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @article{tudnwada_mapping_2018, title = {Mapping of {Lineaments} for {Sustainable} {Groundwater} {Prospecting} {In} {Kano} {Metropolis}, {Kano} {State} {Nigeria}}, volume = {15}, language = {en}, number = {2}, journal = {Techno Science Africana Journal}, author = {Tudnwada, I.Y. and Badamasi, M.M. and Atakpa, A.}, year = {2018}, note = {Publisher: ISSN}, keywords = {⛔ No DOI found}, pages = {-- 2273}, } @article{bond_mapping_2020, title = {Mapping research in student engagement and educational technology in higher education: a systematic evidence map}, volume = {17}, issn = {2365-9440}, shorttitle = {Mapping research in student engagement and educational technology in higher education}, url = {https://doi.org/10.1186/s41239-019-0176-8}, doi = {10.1186/s41239-019-0176-8}, abstract = {Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts \& Humanities, Education, and Natural Sciences, Mathematics \& Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.}, number = {1}, urldate = {2022-04-06}, journal = {International Journal of Educational Technology in Higher Education}, author = {Bond, Melissa and Buntins, Katja and Bedenlier, Svenja and Zawacki-Richter, Olaf and Kerres, Michael}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-019-0176-8 2129771:AQCZVJ86}, keywords = {Educational technology, Evidence map, Higher education, Student engagement, Systematic review, \_genre:LR-literature\_review}, pages = {2}, } @article{smith_mapping_2019, title = {Mapping schools' {NAPLAN} results: a spatial inequality of school outcomes in {Australia}}, volume = {57}, issn = {1745-5863, 1745-5871}, shorttitle = {Mapping schools' {NAPLAN} results}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12317}, doi = {10.1111/1745-5871.12317}, abstract = {This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia’s National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools’ results onto suburbs’ advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio-economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio-economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local sociodemographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less significant than within-sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non-government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the first National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians.}, language = {en}, number = {2}, urldate = {2021-03-07}, journal = {Geographical Research}, author = {Smith, Crichton and Parr, Nick and Muhidin, Salut}, month = may, year = {2019}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {133--150}, } @misc{altaweel_mapping_2021, title = {Mapping {Schools} with {Artificial} {Intelligence}}, url = {https://www.gislounge.com/mapping-schools-with-artificial-intelligence/}, abstract = {Researchers are using AI to map schools in countries where many schools are undocumented so as to connect children with schools.}, language = {en-US}, urldate = {2021-05-08}, journal = {GIS Lounge}, author = {Altaweel, Mark}, month = apr, year = {2021}, } @inproceedings{nirwana_mapping_2019, title = {Mapping {Teacher} {Distribution} {Analysis} with {Digitation} {Technology} {Implementation} to {Improve} {Education} {Management} in {Bengkulu} {City}}, isbn = {978-94-6252-695-2}, url = {https://www.atlantis-press.com/proceedings/icetep-18/55915514}, doi = {10.2991/icetep-18.2019.49}, abstract = {Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...}, language = {en}, urldate = {2021-03-07}, publisher = {Atlantis Press}, author = {Nirwana, Nirwana and Vatresia, Arie and Utama, F. P.}, month = apr, year = {2019}, note = {ISSN: 2352-5398}, keywords = {\_C:France FRA, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {197--202}, } @inproceedings{mitchell_mapping_2018, title = {Mapping the {African} research evidence base for educational policy and practice}, booktitle = {{CIES} {Conference}, {Mexico} {City}}, author = {Mitchell, Rafael and Rose, Pauline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AE9U2ZJV 2129771:V7WG9LGK}, keywords = {⛔ No DOI found}, } @techreport{mcburnie_mapping_2021, type = {Working {Paper}}, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/EE9QCGHI}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, year = {2021}, doi = {10.53832/edtechhub.0068}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0068 2129771:DGXEEM2R}, keywords = {\_C:Sierra Leone SLE}, } @techreport{mcburnie_mapping_2021, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:L2EF6P65 4804264:QG9FG2U5}, keywords = {Final\_citation, cited, existing}, } @techreport{mcburnie_mapping_2021, type = {Working {Paper}}, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EE9QCGHI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = dec, year = {2021}, doi = {10.53832/edtechhub.0068}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2129771:SYUMIUV3 2339240:HHY6M835 2405685:EE9QCGHI 2405685:RN79UTQY}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{zavale_mapping_2022, title = {Mapping the field of research on {African} higher education: a review of 6483 publications from 1980 to 2019}, volume = {83}, issn = {1573-174X}, shorttitle = {Mapping the field of research on {African} higher education}, url = {https://doi.org/10.1007/s10734-020-00649-5}, doi = {10.1007/s10734-020-00649-5}, abstract = {Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa.}, language = {en}, number = {1}, urldate = {2022-04-18}, journal = {Higher Education}, author = {Zavale, Nelson Casimiro and Schneijderberg, Christian}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QBL95EJ2 2129771:SDBUUA7A}, keywords = {Africa, Higher education research, Mapping the field, Systematic review}, pages = {199--233}, } @article{asare_mapping_nodate, title = {Mapping the landscape of education research by scholars based in sub-{Saharan} {Africa}}, author = {Asare, Samuel and Rose, Pauline and Downing, Phoebe and Mitchell, Rafael}, keywords = {⛔ No DOI found}, } @techreport{rose_mapping_2019, title = {Mapping the landscape of education research by scholars based in sub-{Saharan} {Africa} {Insights} from the {African} {Education} {Research} {Database}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://zenodo.org/record/3242314}, abstract = {This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. {\textless}strong{\textgreater}In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.{\textless}/strong{\textgreater}}, language = {en}, urldate = {2021-03-18}, institution = {Zenodo}, author = {Rose, Pauline and Downing, Pheobe and Asare, Samuel and Mitchell, Rafael}, month = jun, year = {2019}, doi = {10.5281/ZENODO.3242314}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FN3TL7BJ 2129771:JEFYLQ87}, keywords = {⛔ No DOI found}, } @misc{rwanda_union_of_the_blind_marrakesh_2022, title = {Marrakesh {Treaty} ({MT}) in {Summary} for {Rwanda} and its {Organisations} of {Persons} with {Disabilities}}, url = {https://rubrwanda.org/wp-content/uploads/2022/04/Marrakesh-Treaty-MT-in-Summary-for-Rwanda-and-its-Organisations-of-Persons-with-Disabilities.pdf}, urldate = {2022-10-21}, author = {{Rwanda Union of the Blind}}, year = {2022}, } @article{tichenor_mass_1970, title = {Mass media flow and differential growth in knowledge}, volume = {34}, issn = {0033-362X}, doi = {10.1086/267786}, number = {2}, journal = {Public opinion quarterly : journal of the American Association for Public Opinion Research}, author = {Tichenor, P. J. and Donohue, G. A. and Olien, C. N.}, year = {1970}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/267786 2129771:HRRPBIPX}, pages = {159--170}, } @article{wambugu_massive_2018, title = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}: {A} {Case} of {TESSA} {MOOC} in {Kenya}.}, volume = {6}, shorttitle = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}}, doi = {10.13189/ujer.2018.060604}, number = {6}, journal = {Universal Journal of Educational Research}, author = {Wambugu, Patriciah W.}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 2129771:WTA327GX}, keywords = {\_C:China CHN, \_C:Kenya KEN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1153--1157}, } @article{ndongfack_mastery_2015, title = {Mastery of {Active} and {Shared} {Learning} {Processes} for {Techno}-{Pedagogy} ({MASLEPT}): {A} {Model} for {Teacher} {Professional} {Development} on {Technology} {Integration}}, volume = {06}, issn = {2151-4755, 2151-4771}, shorttitle = {Mastery of {Active} and {Shared} {Learning} {Processes} for {Techno}-{Pedagogy} ({MASLEPT})}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.61003}, doi = {10.4236/ce.2015.61003}, number = {01}, urldate = {2020-04-28}, journal = {Creative Education}, author = {Ndongfack, Michael Nkwenti}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4236/ce.2015.61003 2129771:VBGMIJFM}, pages = {32--45}, } @article{biro_matching_2016, title = {Matching couples with {Scarf}’s algorithm}, volume = {77}, issn = {1012-2443, 1573-7470}, url = {http://link.springer.com/10.1007/s10472-015-9491-5}, doi = {10.1007/s10472-015-9491-5}, abstract = {Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high.}, language = {en}, number = {3-4}, urldate = {2021-03-07}, journal = {Annals of Mathematics and Artificial Intelligence}, author = {Biró, Péter and Fleiner, Tamás and Irving, Robert W.}, month = aug, year = {2016}, keywords = {\_C:Hungary HUN, \_C:Ireland IRL, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {303--316}, } @misc{noauthor_matching_nodate, title = {Matching in {Practice} – {European} network for research on matching practices in education and related markets}, url = {https://www.matching-in-practice.eu/}, language = {en-US}, urldate = {2021-03-07}, } @techreport{terrier_matching_2014, type = {{MiP} {Country} {Profile}}, title = {Matching practices of teachers to {Schools} – {France} – {Matching} in {Practice}}, url = {https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/}, language = {en-US}, number = {20}, urldate = {2021-03-07}, author = {Terrier, Camille}, month = jun, year = {2014}, keywords = {Lebanon\_event\_2021, \_C:Belgium BEL, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Hungary HUN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Spain ESP, \_C:Ukraine UKR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hemelt_math_2020, title = {Math acceleration in elementary school: {Access} and effects on student outcomes}, volume = {74}, issn = {02727757 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071876059&doi=10.1016%2fj.econedurev.2019.101921&partnerID=40&md5=a67efc57b99b1cc61d4df944fcb615c8}, doi = {10.1016/j.econedurev.2019.101921}, abstract = {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}, language = {English}, journal = {Economics of Education Review}, author = {Hemelt, S.W. and Lenard, M.A.}, year = {2020}, note = {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}, } @book{sseip_math_2020, title = {Math, {Class} 07, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745212}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745212}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745212 2129771:BWG6JGD2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 07, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745214}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745214}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745214 2129771:8BRJAL4Y}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 07, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745216}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745216}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745216 2129771:CNASGSXP}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 08, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745218}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745218}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745218 2129771:NMPPR9R2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 08, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745220}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745220}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745220 2129771:8U5QALAY}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 08, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745222}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745222}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745222 2129771:5DNFGHPN}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 09, {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745224}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745224}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745224 2129771:7YYTIDRE}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 09, {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745226}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745226}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745226 2129771:7NNZKGN3}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_math_2020, title = {Math, {Class} 09, {Term} 03 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745228}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745228}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745228 2129771:P5KCADN5}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @misc{illustrative_mathematics_math_nodate, title = {Math {Curriculum}}, url = {https://illustrativemathematics.org/math-curriculum/}, abstract = {Our math curriculum is a problem-based core curriculum designed to address content and practice standards to foster learning for all.}, language = {en-US}, urldate = {2022-04-17}, journal = {Illustrative Mathematics K–12 Math}, author = {{Illustrative Mathematics}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A35XDEEG}, } @misc{noauthor_math_nodate, title = {Math {Games} {\textbar} {Education} {Above} {All}}, url = {https://resources.educationaboveall.org/math-games}, urldate = {2021-04-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QUVZFHUP}, } @article{mosvold_mathematical_2022, title = {Mathematical knowledge for teaching in {Africa} 2014–2021: {A} review of literature}, shorttitle = {Mathematical knowledge for teaching in {Africa} 2014–2021}, url = {https://uis.brage.unit.no/uis-xmlui/handle/11250/3061672}, doi = {10.4102/ajoted.v1i1.10}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Mosvold, Reidar}, year = {2022}, note = {Publisher: AOSIS}, } @article{barquero_mathematical_2018, title = {Mathematical modelling in teacher education: dealing with institutional constraints}, volume = {50}, issn = {1863-9690, 1863-9690}, url = {https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints}, doi = {10.1007/s11858-017-0907-z}, abstract = {Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.}, language = {English}, number = {1-2}, journal = {ZDM: The International Journal on Mathematics Education}, author = {Barquero, Berta and Bosch, Marianna and Romo, Avenilde}, month = apr, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399}, keywords = {Barriers, Case Studies, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Ecological Factors, Foreign Countries, Inservice Teacher Education, Instructional Design, Mathematical Models, Mathematics Teachers, Mexico, Online Courses, Prediction, Regression (Statistics), Social Media, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095891, \_\_finaldtb}, pages = {31--43}, } @article{amelia_mathematical_2018, title = {Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle}, volume = {3}, copyright = {Copyright (c) 2018 S Amelia}, issn = {2655-3252}, url = {http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/view/31}, abstract = {This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p {\textless}0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p {\textless}0.050) and middle (p = 0.100; p {\textless}0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability.}, language = {en}, urldate = {2020-06-19}, journal = {International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia}, author = {Amelia, S.}, month = dec, year = {2018}, note = {EdTechHub.Source: 2486141:HD57ZUCR EdTechHub.Source: 2339240:AI2YXSZE KerkoCite.ItemAlsoKnownAs: 2129771:9GJG6P9T 2339240:AI2YXSZE 2486141:HD57ZUCR}, keywords = {Experimental, HQ, LMIC, Math, \_AcademicRecoveryOECS, content, pedagogy, quant, quasi-experimental, ⛔ No DOI found}, pages = {573--577}, } @book{hopkins_mathematical_2016, title = {Mathematical {Thinking} in the lower secondary school}, isbn = {978-1-316-50362-1}, url = {https://www.cambridge.org/za/education/subject/mathematics/aimssec-maths-teacher-support-series/aimssec-maths-teacher-support-series-mathematical-thinking-lower-secondary-classroom?isbn=9781316503621}, abstract = {This book is for teachers and educators who want to develop their maths teaching skills where English is the language of instruction. It has been written by the international group of educators based at AIMSSEC, The African Institute for Mathematical Sciences Schools Enrichment Centre. The book provides practical classroom activities underpinned by sound pedagogy and recent research findings. The activities are designed for teachers working alone or in ‘self-help’ teachers’ workshops. They are designed to develop mathematical thinking and offer immediate practical tools to help deliver this approach. All of the content in the book has been trialled by teachers around the world and is written by experienced maths teachers and subject matter experts, so you can be confident that the tools can be used to help deliver successful teaching and learning in your classroom, wherever you might be in the world. This book: provides practical support for mathematics teachers in the 11-15 lower secondary classroom, includes activities that exemplify ways of teaching and learning the most important parts of any national curriculum, and offer material that is universally relevant is written by an experienced international writing team, all of whom have worked as teacher educators in more than one country. Focuses on problem solving activities and identifying powerful ways of approaching the curriculum. Offers teachers ideas for introducing mathematical concepts through enquiry based learning draws on the activities on the NRICH website (www.nrich.maths.org) which has been built up over the last eighteen years.}, publisher = {Cambridge University Press}, author = {Hopkins, C and Mostert, I and Anghileri,, J. and {AIMSSEC}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:DEI2V2L7}, } @book{halai_mathematics_2016, title = {Mathematics {Education} in {East} {Africa}: {Towards} {Harmonization} and {Enhancement} of {Education} {Quality}}, copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0/}, shorttitle = {Mathematics {Education} in {East} {Africa}}, url = {https://library.oapen.org/handle/20.500.12657/42553}, abstract = {*THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.}, language = {English}, urldate = {2023-02-15}, publisher = {Springer Nature}, editor = {Halai, Anjum and Tennant, Geoff}, year = {2016}, doi = {10.1007/978-3-319-27258-0}, note = {Accepted: 2020-10-13T12:29:28Z KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-27258-0 2486141:NDCPRSKX}, keywords = {Central / national / federal government policies, Challenges in teaching and learning mathematics, Education, Education Policy, Harmonizing mathematics education in diverse settings, International and Comparative Education, Mathematics, Mathematics Education, Mathematics curriculum developmen, Mathematics education in sub-Saharan Africa, Pitfalls in sub-Saharan African math education, Potentials in sub-Saharan African math education, State of mathematics education in sub-Saharan Africa, Teaching of a specific subject, bic Book Industry Communication::J Society \& social sciences::JN Education, bic Book Industry Communication::J Society \& social sciences::JN Education::JNU Teaching of a specific subject, bic Book Industry Communication::J Society \& social sciences::JP Politics \& government::JPQ Central government::JPQB Central government policies}, } @techreport{world_bank_mathematics_2016, title = {Mathematics education in {Sub}-{Saharan} {Africa} : status, challenges, and opportunities}, url = {http://documents.worldbank.org/curated/en/538251476977591230/main-report}, abstract = {This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys.}, language = {en}, number = {ACS19117}, urldate = {2020-04-28}, institution = {The World Bank}, author = {{World Bank}}, month = oct, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JTR523CY}, pages = {1--212}, } @techreport{bethell_mathematics_2016, address = {Washington, DC}, title = {Mathematics education in {Sub}-{Saharan} {Africa} : status, challenges, and opportunities ({Vol}. 2) : main report ({English})}, url = {http://documents.worldbank.org/curated/en/538251476977591230/main-report}, number = {ACS19117}, institution = {The World Bank Group}, author = {Bethell, George}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q6AKLC6Z 2292089:DJH9ZZII 2486141:EU43P8YN}, keywords = {Cited, RRQ1:High}, } @article{changwe_mathematics_2018, title = {Mathematics teacher education curriculum at a university in {Zambia}: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school.}, shorttitle = {Mathematics teacher education curriculum at a university in {Zambia}}, url = {http://dspace.unza.zm/handle/123456789/6588}, urldate = {2023-12-06}, author = {Changwe, Robert and Mulenga, Innocent Mutale}, year = {2018}, note = {Publisher: Multidisciplinary Journal of Language and Social Sciences Education}, keywords = {⛔ No DOI found}, } @book{sseip_maths_2020, title = {Maths, {Class} 01, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745088}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745088}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745088 2129771:9A7DY7VM}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 01, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745090}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745090}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745090 2129771:47RB7ZL9}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 01, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745092}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745092}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745092 2129771:MS8BEQA6}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 02, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745094}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745094}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745094 2129771:XYEAJT6R}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 02, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745096}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745096 2129771:ZX8V6RID}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 02, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745098}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745098}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745098 2129771:6XBDQ2CQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 03, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745100}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745100}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745100 2129771:XWZGW9EE}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 03, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745102}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745102}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745102 2129771:VLFW8IC4}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 03, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745104}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745104 2129771:Y4KNQZ2K}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 04, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745106}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745106}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745106 2129771:8KH4DW3S}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 04, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745108}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745108}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745108 2129771:JEDW9G2Q}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 04, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745110}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745110}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745110 2129771:44VSRPZ5}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 05, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745112}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745112}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745112 2129771:VS2ABGSD}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 05, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745114}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745114}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745114 2129771:259DLBTQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 05, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745116}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745116}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745116 2129771:88V39KSR}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 06, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745118}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745118}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745118 2129771:BDP4QIMJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 06, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745120}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745120}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745120 2129771:7ABYBSEQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 06, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745122}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745122}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745122 2129771:D3NAJK5X}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 07, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745175}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745175}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745175 2129771:D3TWSMDM}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 07, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745177}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745177}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745177 2129771:X3L6JBTH}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 07, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745179}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745179}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745179 2129771:6QX3D8FX}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 08, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745181}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745181}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745181 2129771:AB82525H}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 08, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745183}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745183}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745183 2129771:NNV36U6G}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 08, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745185}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745185}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745185 2129771:2HQ95ZYD}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 09, {Term} 01, lesson plan}, url = {https://zenodo.org/record/3745187}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745187}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745187 2129771:IWQPQMF6}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 09, {Term} 02, lesson plan}, url = {https://zenodo.org/record/3745189}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745189}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745189 2129771:A5Z9TQAN}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Class} 09, {Term} 03, lesson plan}, url = {https://zenodo.org/record/3745192}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745362}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745362 2129771:JKQFJHJL}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1 {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745364}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745366}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745366 2129771:K7AHZVRR}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745418}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745340}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745340 2129771:JHMGTTWK}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745272}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745420}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745420 2129771:6SBH7F6Y}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 2, pupil handbook}, url = {https://zenodo.org/record/3745342}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745342}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745342 2129771:6M5HQFEF}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 2 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745274}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745274}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745274 2129771:H4DV3K77}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 3 {DS}, teachers guide}, url = {https://zenodo.org/record/3745422}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745352}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745352 2129771:CUYDXHT7}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745284}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. 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A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745286}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745286 2129771:HQ36BT6H}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {DS}, teachers guide}, url = {https://zenodo.org/record/3745434}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745434}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745434 2129771:YY2479ZJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 3, pupil handbook}, url = {https://zenodo.org/record/3745356}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745356}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745356 2129771:R7943AHM}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745288}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745288}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745288 2129771:JYUSBXYW}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4 {Term} 01 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745380}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745380}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745380 2129771:U7UWWNCG}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4 {Term} 02 {Full}, pupil handbook}, url = {https://zenodo.org/record/3745382}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745382}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745382 2129771:74F5KF4B}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745436}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745436}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745436 2129771:WGVMCVUW}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 1, pupil handbook}, url = {https://zenodo.org/record/3745358}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745358}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745358 2129771:KFP83EGL}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745290}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745290}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745290 2129771:AXCH2GJ9}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {DS}, teachers guide}, url = {https://zenodo.org/record/3745438}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745438}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745438 2129771:9RLSMP7W}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 2, pupil handbook}, url = {https://zenodo.org/record/3745360}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745360}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745360 2129771:D4QXSLUF}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {SeniorSecondarySchool}, lesson plan}, url = {https://zenodo.org/record/3745292}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745292}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745292 2129771:YGCURLAQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths {WAEC} {BECE} {Exam} {Syllabus}}, url = {https://zenodo.org/record/3745442}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745442}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745442 2129771:ZA8MC4HR}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @misc{government_of_mauritius_mauritius_2009, title = {Mauritius {Qualifications} {Authority} {Regulations}}, url = {http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf}, urldate = {2018-11-28}, author = {{Government of Mauritius}}, year = {2009}, note = {UA-a7bf47b4-b025-424a-a429-028915fdc73b KerkoCite.ItemAlsoKnownAs: 2129771:D46XUULN 2317526:PBTDF8EP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Mauritius, Qualification Framework, publicImportV1}, } @misc{mudombi_maverick_2020, title = {Maverick {Citizen}: {Access} to water and sanitation in {South} {Africa}: {A} renewed call for more action}, shorttitle = {Maverick {Citizen}}, url = {https://www.dailymaverick.co.za/article/2020-04-02-access-to-water-and-sanitation-in-south-africa-a-renewed-call-for-more-action/}, abstract = {While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable.}, language = {en}, urldate = {2020-04-20}, journal = {Daily Maverick}, author = {Mudombi, Shakespear}, month = apr, year = {2020}, note = {Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:RD4465HR}, } @techreport{clemens_maximizing_2019, title = {Maximizing the {Shared} {Benefits} of {Legal} {Migration} {Pathways}: {Lessons} from {Germany}’s {Skills} {Partnerships}}, shorttitle = {Maximizing the {Shared} {Benefits} of {Legal} {Migration} {Pathways}}, url = {https://www.cgdev.org/publication/maximizing-shared-benefits-legal-migration-pathways}, abstract = {Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration.}, language = {en}, urldate = {2022-05-03}, author = {Clemens, Michael and Dempster, Helen and Gough, Kate}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TUBZEYMG 2486141:EPCTDUZS}, } @misc{noauthor_mbsse_nodate, title = {{MBSSE}, {Partners} meet to validate {Comprehensive} {Sexuality} {Education} {Teaching} and {Learning} {Materials} – {MBSSE}}, url = {https://mbsse.gov.sl/mbsse-partners-meet-to-validate-comprehensive-sexuality-education-teaching-and-learning-materials/}, language = {en-US}, urldate = {2023-08-28}, } @misc{a4ai_meaningful_2022, title = {Meaningful {Connectivity} — unlocking the full power of internet access}, url = {https://a4ai.org/meaningful-connectivity/}, abstract = {Meaningful Connectivity — unlocking the full power of internet access 4G-like speed Our internet speeds make or break our online experience. We all know}, language = {en-US}, urldate = {2022-12-26}, journal = {Alliance for Affordable Internet}, author = {A4AI}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:S3MTAHJV}, keywords = {Final\_citation, cited, existing}, } @article{grossman_measure_2013, title = {Measure for measure: {The} relationship between measures of instructional practice in middle school {English} language arts and teachers’ valueadded scores}, volume = {119}, doi = {10.1086/669901}, number = {3}, journal = {American Journal of Education}, author = {Grossman, P. and Loeb, S. and Cohen, J. and Wyckoff, J.}, year = {2013}, pages = {445--470}, } @phdthesis{ali_measured_2018, type = {Doctor of {Philosophy}}, title = {Measured and {Perceived} {Conditions} of {Indoor} {Environmental} {Qualities} ({IEQ}) of {University} {Learning} {Environments} in {Semi}-arid {Tropics}: a {Field} {Study} in {Kano}-{Nigeria}}, abstract = {This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry \& hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.}, language = {en}, school = {University of Portsmouth}, author = {Ali, Sani Muhammad}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 5072953:LPAYJVWN 5072953:PKE3SFJF}, keywords = {C:Nigeria, \_z:class:countries, \_z:class:themes, openalex:n:0, ⛔ No DOI found}, } @misc{ali_measured_2021, title = {Measured and perceived visual qualities of learning}, language = {en}, author = {Ali, S.M.}, year = {2021}, } @misc{noauthor_measures_nodate, title = {Measures and {Tools} for {EPIS} {Constructs}}, url = {https://episframework.com/measures}, language = {en-US}, urldate = {2022-12-30}, journal = {EPIS Framework}, note = {“Measures and Tools for EPIS Constructs,” EPIS Framework, 2022, https://episframework.com/measures.}, } @article{wolf_measuring_2018, title = {Measuring and predicting process quality in {Ghanaian} pre-primary classrooms using the {Teacher} {Instructional} {Practices} and {Processes} {System} ({TIPPS})}, doi = {10.1016/j.ecresq.2018.05.003}, abstract = {© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.}, language = {en}, journal = {Early Childhood Research Quarterly}, author = {Wolf, Sharon and Raza, Mahjabeen and Kim, Sharon and Aber, J. Lawrence and Behrman, Jere and Seidman, Edward}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:middle-income country, F:access, F:learning, F:outcomes, F:policy, P:culture, P:measurement, P:nature, P:social, P:teacher education, P:teachers, R:observation, T:Training, Z:Pre-primary school, Z:Process quality, Z:School readiness, Z:Sub-Saharan Africa, Z:Teacher education, Z:Teacher-child interactions, \_C:Ghana GHA, publicImportV1}, } @article{jin_measuring_2020, title = {Measuring digital literacy across three age cohorts: {Exploring} test dimensionality and performance differences}, volume = {157}, shorttitle = {Measuring digital literacy across three age cohorts}, url = {https://www.sciencedirect.com/science/article/pii/S0360131520301664?casa_token=8NNACL2uAqAAAAAA:xTEEVONLn0eZl9KpRdd6ZNgFznT92U0bnL9322fWfN6HoAehC0i6IN2MpiKWX1xRds7ZHHfh4KC9}, doi = {10.1016/j.compedu.2020.103968}, urldate = {2023-11-01}, journal = {Computers \& Education}, author = {Jin, Kuan-Yu and Reichert, Frank and Cagasan Jr, Louie P. and de La Torre, Jimmy and Law, Nancy}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103968 2129771:AGH32P4S}, pages = {103968}, } @techreport{angrist_measuring_2019, type = {Policy {Research} {Working} {Paper}}, title = {Measuring {Human} {Capital}. {Policy} {Research} {Working} {Paper}}, url = {http://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf}, author = {Angrist, N. and Djankov, S. and Goldberg, P.K. and Patrinos, H.A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PM78M6YG 2129771:UYIWMY6B}, } @techreport{noauthor_measuring-human-capitalpdf_nodate, title = {Measuring-{Human}-{Capital}.pdf}, url = {https://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf}, urldate = {2022-11-24}, } @article{benshaul-tolonen_measuring_2020, title = {Measuring menstruation-related absenteeism among adolescents in low-income countries}, doi = {10.1007/978-981-15-0614-7_52}, journal = {The Palgrave handbook of critical menstruation studies}, author = {Benshaul-Tolonen, Anja and Zulaika, Garazi and Sommer, Marni and Phillips-Howard, Penelope A.}, year = {2020}, note = {Publisher: Palgrave Macmillan, Singapore KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-0614-7\_52 2129771:4YDEUNNM}, keywords = {\_yl:b}, pages = {705--723}, } @article{henaku_measuring_2017, title = {Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers}, volume = {8}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1139812.pdf}, abstract = {Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.}, language = {English}, number = {10}, journal = {Journal of Education and Practice}, author = {Henaku, Christina Bampo and Pobbi, Michael Asamani}, year = {2017}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47}, keywords = {Behavior Change, Classroom Techniques, Comparative Analysis, Conventional Instruction, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Teachers, Foreign Countries, Ghana, Intermode Differences, Multidimensional Scaling, Questionnaires, Statistical Analysis, Teacher Surveys, Teaching Skills, Training Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096069, \_\_finaldtb, ⛔ No DOI found}, pages = {54--64}, } @techreport{lansdown_measuring_2014, address = {London, UK}, title = {Measuring the creation of a participatory and respectful environment for children provides}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf}, abstract = {Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.}, number = {2}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CHEXLRK9 2486141:DM3ZE248}, keywords = {CitedIn:eCubed, \_yl:b, eCubed}, } @article{chetty_measuring_2014, title = {Measuring the impacts of teachers {II}: {Teacher} valueadded and student outcomes in adulthood}, volume = {104}, doi = {10.1257/aer.104.9.2633}, number = {9}, journal = {The American Economic Review}, author = {Chetty, R. and Friedman, J.N. and Rockoff, J.E.}, year = {2014}, pages = {2633--2679}, } @techreport{johannes_bauer_measuring_2018, title = {Measuring the {Information} {Society} {Report} 2018}, url = {https://www.itu.int/en/ITU-D/Statistics/Pages/publications/misr2018.aspx}, institution = {International Telecommunication Union}, author = {{Johannes Bauer} and Benavente, Daniela and Gillet, Josh and Helsper, Ellen and Van Deursen, Alexander}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LJ98I2J5 5242966:D6B68FH2}, } @article{waziri_measuring_2021, title = {Measuring the {Unmeasurable} in {Education}: edited by {Elaine} {Unterhalter}, {Oxon}, {Routledge}, 2019, 169 pp., {ISBN} 978-0-367-00103-2}, volume = {22}, issn = {1945-2829, 1945-2837}, shorttitle = {Measuring the {Unmeasurable} in {Education}}, url = {https://www.tandfonline.com/doi/full/10.1080/19452829.2020.1866267}, doi = {10.1080/19452829.2020.1866267}, language = {en}, number = {1}, urldate = {2023-10-30}, journal = {Journal of Human Development and Capabilities}, author = {Waziri, Nafisa}, month = jan, year = {2021}, pages = {182--184}, } @article{ludwig_mechanism_2011, title = {Mechanism {Experiments} and {Policy} {Evaluations}}, volume = {25}, issn = {0895-3309}, url = {https://www.aeaweb.org/articles?id=10.1257/jep.25.3.17}, doi = {10.1257/jep.25.3.17}, abstract = {Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.}, language = {en}, number = {3}, urldate = {2023-10-31}, journal = {Journal of Economic Perspectives}, author = {Ludwig, Jens and Kling, Jeffrey R. and Mullainathan, Sendhil}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/jep.25.3.17 2129771:E3FWTP48 2486141:9B3X2ITQ}, keywords = {Design of Experiments: General, Microeconomic Policy: Formulation, Evaluation, Policy Objectives, Implementation, Policy Coordination, Policy Designs and Consistency}, pages = {17--38}, } @incollection{nerdel_medien_2017, title = {Medien im naturwissenschaftlichen {Unterricht}}, booktitle = {Grundlagen der {Naturwissenschaftsdidaktik}}, publisher = {Springer}, author = {Nerdel, Claudia}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:CGSGYW8F 2129771:GIC7Q6G2 2129771:S8NV2C28 2129771:Y5LWBXYC}, keywords = {\_\_C:filed:1}, pages = {189--212}, } @article{dogan_meeting_2018, title = {Meeting agenda matters: promoting reflective dialogue in teacher communities}, issn = {10.1080/19415257.2018.1474484}, shorttitle = {Meeting agenda matters}, url = {https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484}, abstract = {(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.}, language = {en}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Yurtseven, Nihal and Tatık, Ramazan Şamil}, month = may, year = {2018}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979}, keywords = {\_C:Australia AUS, \_C:Lebanon LBN, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{miheretu_meeting_2019, title = {Meeting the {Academic} and {Social}-{Emotional} {Needs} of {Nigeria}’s {Out}-of-{School} {Children} {\textbar} {INEE}}, url = {https://inee.org/resources/meeting-academic-and-social-emotional-needs-nigerias-out-school-children}, abstract = {As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed.}, urldate = {2021-02-11}, institution = {International Rescue Committee}, author = {Miheretu, Adane}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XPGY55IA}, keywords = {\_C:Nigeria NGA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{crouch_meeting_2019, title = {Meeting the data challenge in education: a knowledge and innovation exchange}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2020-08-06}, institution = {Global Partnership for Education}, author = {Crouch, Luis}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2339240:PYIIMTJL;2339240:PYIIMTJL Old URL: https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{bowman_meeting_2020, title = {Meeting the {Learning} {Needs} of {Historically} {Underserved} {Students} during and after {California} {School} {Closures}. {Crisis} {Response} {Resource}}, url = {https://eric.ed.gov/?id=ED606108}, abstract = {School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.}, language = {en}, urldate = {2020-08-12}, publisher = {WestEd}, author = {Bowman, Alicia and Jallow, Shelley}, month = may, year = {2020}, note = {Publication Title: WestEd KerkoCite.ItemAlsoKnownAs: 2129771:X2X7BPA9}, keywords = {Access to Computers, Access to Education, At Risk Students, Barriers, Communicable Diseases, Crisis Management, Disease Control, Distance Education, Family Environment, Food, Internet, Online Courses, Planning, Public Schools, Readiness, School Closing, Student Needs, Teacher Competencies, Teacher Role}, } @misc{unesco_institute_for_lifelong_learning_members_2017, title = {Members of the {UNESCO} {Global} {Network} of {Learning} {Cities}}, url = {https://uil.unesco.org/lifelong-learning/learning-cities/members}, language = {en}, urldate = {2020-08-07}, author = {UNESCO Institute for Lifelong Learning}, month = sep, year = {2017}, note = {Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:6M59HAXD}, } @misc{noauthor_mems_nodate, title = {{MEMS} microphone}, url = {https://media.digikey.com/pdf/Data%20Sheets/Knowles%20Acoustics%20PDFs/SPH0645LM4H-B.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MVBU37H 4682641:QWMUG4ZN}, } @article{oster_menstruation_2011, title = {Menstruation, sanitary products, and school attendance: {Evidence} from a randomized evaluation}, volume = {3}, doi = {10.1257/app.3.1.91}, journal = {American Economic Journal: Applied Economics}, author = {Oster, Emily and Thornton, Rebecca}, year = {2011}, } @article{gallagher_mental_2018, title = {Mental health and {Psychosocial} {Support} and {Social} and {Emotional} {Learning} support for {Learning} {Outcomes} in {Conflict}-{Affected} {Settings}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14209}, abstract = {This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.}, language = {en}, urldate = {2022-12-18}, author = {Gallagher, Emma}, month = oct, year = {2018}, note = {Accepted: 2018-12-21T10:33:18Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:23EF5XE7 4869029:YT7C9Q49}, keywords = {⛔ No DOI found}, } @article{flores_mental_2023, title = {Mental health and wellbeing outcomes of climate change mitigation and adaptation strategies: {A} systematic review}, volume = {19}, issn = {1748-9326}, url = {https://doi.org/10.1088/1748-9326/ad153f}, doi = {10.1088/1748-9326/ad153f}, abstract = {Abstract Climate change has already impacted the health and wellbeing of ∼5 billion people globally. However, the potential influence of climate change mitigation and adaptation strategies on mental health and wellbeing outcomes in low-and-middle-income countries (LMICs) remains insufficiently understood. We aimed to determine the effect of these strategies on mental health and wellbeing outcomes among LMIC beneficiaries. We carried out a systematic review to identify intervention and case studies published from 2013 to 2022, searching OVID Medline, Embase, PsycINFO, Global Health, Cochrane Library, GreenFile, Web of Science, and a subset of studies from the ‘Global Adaptation Mapping Initiative’ database. We included controlled, quasi-experimental, pilot, and focussed case studies reporting mental health or wellbeing outcomes assessments of climate change mitigation and adaptation strategies. We categorised studies by design, geographic region, target population, setting, environmental hazard, strategy type and primary outcomes. PROSPERO registry: CRD42021262711. A total of 9532 studies were initially retrieved, and 15 studies involving 12 255 participants met the inclusion criteria. Among these, twelve studies described evidence from single-adaptation strategies in nine LMICs, while three reported mitigation programmes. Only two randomised evaluations assessed common mental disorders such as depression, trauma or anxiety using validated scales. Most studies evaluated broader wellbeing at the community and individual levels. Nine studies (53.3\%) reported significant beneficial changes in mental health or wellbeing outcomes among beneficiaries, while six (46.7\%) obtained mixed results linked to local and sociocultural factors. The interventions ‘practical significance and overall impact remained unclear due to the heterogeneous reporting in program effectiveness, gaps in effect size assessments or qualitative insights. Our review highlights the scarcity and limited nature of the current evidence, underscoring the need for further equitable research. The ongoing global climate and mental health crises press us to fully understand and address these strategies’ psychosocial impacts and translate these findings into effective policy and transdisciplinary action as an opportunity to prevent and ameliorate significant, long-term problems in the population’s mental health and wellbeing.}, number = {1}, journal = {Environmental Research Letters}, author = {Flores, Elaine C. and Brown, Laura J. and Kakuma, Ritsuko and Eaton, Julian and Dangour, Alan D.}, month = dec, year = {2023}, note = {openalex: W4389660070 KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/ad153f 2129771:97VDTQLA 5072953:BLHNPA29}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {014056--014056}, } @misc{noauthor_mentor_nodate, title = {Mentor {Handbook} (3)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WXVXP3DS}, } @techreport{jordan_messaging_2020, title = {Messaging {Apps}, {SMS}, and {Social} {Media}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Messaging {Apps}, {SMS}, and {Social} {Media}}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:XT7Q5NUB}, keywords = {Final\_citation, cited, existing}, } @article{rauner_messen_2007, title = {Messen beruflicher {Kompetenz}}, abstract = {Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer.}, language = {de}, author = {Rauner, Felix and Grollmann, Philipp and Martens, Thomas}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U3GNJKZW 2317526:7YEF3CNU}, keywords = {⛔ No DOI found}, } @book{rauner_messen_2011, address = {Berlin}, edition = {1., Aufl.}, title = {Messen beruflicher {Kompetenzen}: {Band} {III}. {Drei} {Jahre} {KOMET}-{Testerfahrung}}, isbn = {978-3-643-11238-5}, shorttitle = {Messen beruflicher {Kompetenzen}}, abstract = {Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.}, language = {Deutsch}, publisher = {LIT}, author = {Rauner, Felix and Heinemann, Lars and Maurer, Andrea and Ji, Li and Zhao, Zhiqun}, month = jul, year = {2011}, note = {zotzenLib.CopiedFrom: 2317526:XIAPRNS9 KerkoCite.ItemAlsoKnownAs: 2129771:83IDPEVW 2317526:XIAPRNS9}, } @article{sharpe_meta-analysis_2020, title = {Meta-analysis as a response to the replication crisis.}, volume = {61}, url = {https://psycnet.apa.org/record/2020-58586-001}, doi = {10.1037/cap0000215}, number = {4}, urldate = {2023-11-01}, journal = {Canadian Psychology/Psychologie Canadienne}, author = {Sharpe, Donald and Poets, Sarena}, year = {2020}, note = {Publisher: Educational Publishing Foundation}, pages = {377}, } @article{savva_metaanalysis_2022, title = {Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades {Pre}‐{K} to grade 2}, volume = {38}, issn = {0266-4909, 1365-2729}, shorttitle = {{\textless}span style="font-variant}, url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12623}, doi = {10.1111/jcal.12623}, abstract = {Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.}, language = {en}, number = {2}, urldate = {2022-10-24}, journal = {Journal of Computer Assisted Learning}, author = {Savva, Marilena and Higgins, Steve and Beckmann, Nadin}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12623 2129771:JWLRZDEL 4820891:4ME8FHSQ 4820891:5SQ8T6XV 4820891:A9IVD7B8}, keywords = {\_Import\_to\_OpenDevEd\_EvLib}, pages = {526--564}, } @article{porras-salazar_meta-analysis_2021, title = {Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance}, volume = {203}, issn = {0360-1323}, url = {https://www.sciencedirect.com/science/article/pii/S036013232100439X}, doi = {10.1016/j.buildenv.2021.108037}, abstract = {Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9\%, RMSE = 3.1\%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.}, language = {en}, urldate = {2022-05-31}, journal = {Building and Environment}, author = {Porras-Salazar, Jose Ali and Schiavon, Stefano and Wargocki, Pawel and Cheung, Toby and Tham, Kwok Wai}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108037 2129771:3WB6E2E4 4682641:B4RYFHC6 4682641:PEAZCXFI}, keywords = {BE:RELEVANT, Cognitive performance, Indoor air temperature, Offices, Productivity, Thermal environment}, pages = {108037}, } @article{bediou_meta-analysis_2018, title = {Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.}, volume = {144}, issn = {1939-1455, 0033-2909}, doi = {10.1037/bul0000130}, language = {en}, number = {1}, journal = {Psychological Bulletin}, author = {Bediou, Benoit and Adams, Deanne M. and Mayer, Richard E. and Tipton, Elizabeth and Green, C. Shawn and Bavelier, Daphne}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/bul0000130 4804264:V8VYQ8GY}, keywords = {Final\_citation, cited, existing}, pages = {77--110}, } @article{van_den_noortgate_meta-analysis_2015, title = {Meta-analysis of multiple outcomes: {A} multilevel approach}, volume = {47}, shorttitle = {Meta-analysis of multiple outcomes}, url = {https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.3758/s13428-014-0527-2&casa_token=u-iWGlgCl1wAAAAA:E4PcIOd0mF0dhMkCcjUv-peMrYzQP4huIujV18FLt6YKtgPwHPAAoaiI3bj2X9vHAL6tl92NVoMDBO-HZwY}, doi = {10.3758/s13428-014-0527-2}, urldate = {2023-11-01}, journal = {Behavior research methods}, author = {Van den Noortgate, Wim and López-López, José Antonio and Marín-Martínez, Fulgencio and Sánchez-Meca, Julio}, year = {2015}, note = {Publisher: Springer}, pages = {1274--1294}, } @article{scammacca_meta-analysis_2014, title = {Meta-{Analysis} {With} {Complex} {Research} {Designs}: {Dealing} {With} {Dependence} {From} {Multiple} {Measures} and {Multiple} {Group} {Comparisons}}, volume = {84}, issn = {0034-6543, 1935-1046}, shorttitle = {Meta-{Analysis} {With} {Complex} {Research} {Designs}}, url = {http://journals.sagepub.com/doi/10.3102/0034654313500826}, doi = {10.3102/0034654313500826}, abstract = {Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.}, language = {en}, number = {3}, urldate = {2023-11-01}, journal = {Review of Educational Research}, author = {Scammacca, Nancy and Roberts, Greg and Stuebing, Karla K.}, month = sep, year = {2014}, pages = {328--364}, } @article{martinez_meta-framework_2021, title = {Meta-framework of digital literacy: a comparative analysis of 21st-century skills frameworks}, volume = {79}, shorttitle = {Meta-framework of digital literacy}, abstract = {Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st-century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st-century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competencies and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competencies, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful, and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.}, journal = {Revista Latina de Comunicacion Social}, author = {Martínez, María Cristina and Sádaba, Charo and Serrano-Puche, Javier}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Z6WTN9P}, keywords = {⛔ No DOI found}, pages = {76--110}, } @article{walsh_meta-synthesis_2005, title = {Meta-synthesis method for qualitative research: a literature review}, volume = {50}, issn = {1365-2648}, shorttitle = {Meta-synthesis method for qualitative research}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2648.2005.03380.x}, doi = {10.1111/j.1365-2648.2005.03380.x}, abstract = {Aim. This paper discusses the purpose and stages of meta-synthesis and the epistemological status of knowledge generated from the technique. Particular attention is paid to exploring the contested areas of the method that remain. Background. There is a growing interest in meta-synthesis as a technique for generating new insights and understanding from qualitative health care research. An increasing number of meta-synthesis papers are appearing in the nursing and midwifery literature. Methods. Literature on the technique of meta-synthesis and examples of meta-synthesis papers were searched and reviewed. A meta-synthesis exercise was undertaken, and this informed reflection and critique of the method. Findings. Meta-synthesis attempts to integrate results from a number of different but inter-related qualitative studies. The technique has an interpretive, rather than aggregating, intent, in contrast to meta-analysis of quantitative studies. Examples from the literature indicate that some aspects of the technique are not yet fully established. Conclusion. Despite the contingent nature of evidence gleaned from meta-synthesis and current lack of consensus about some of its aspects, meta-synthesis is an important technique for qualitative researchers and can deepen understanding of the contextual dimensions of health care.}, language = {en}, number = {2}, urldate = {2021-04-17}, journal = {Journal of Advanced Nursing}, author = {Walsh, Denis and Downe, Soo}, year = {2005}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2648.2005.03380.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2648.2005.03380.x 2129771:3XYW23VB}, keywords = {contextual, interpretive, literature review, meta-synthesis, midwifery, qualitative research}, pages = {204--211}, } @article{palavitsinis_metadata_2014, title = {Metadata quality issues in learning repositories}, copyright = {info:eu-repo/semantics/openAccess}, url = {https://ebuah.uah.es/dspace/handle/10017/20664}, abstract = {Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous importance of metadata in digital repositories, one that is widely recognized, studies indicate that what is defined as metadata quality, is relatively low in most cases of digital repositories. Metadata quality is loosely defined as "fitness for purpose" meaning that low quality of metadata means that metadata cannot fulfill its purpose which is to allow for the successful storage, management and retrieval of resources. In practice, low metadata quality leads to ineffective searches for content, ones that recall the wrong resources or even worse, no resources which makes them invisible to the intended user, that is the "client" of each digital repository. The present dissertation approaches this problem by proposing a comprehensive metadata quality assurance method, namely the Metadata Quality Assurance Certification Process (MQACP). The basic idea of this dissertation is to propose a set of methods that can be deployed throughout the lifecycle of a repository to ensure that metadata generated from content providers are of high quality. These methods have to be straightforward, simple to apply with measurable results. They also have to be adaptable with minimum effort so that they can be used in different contexts easily. This set of methods was described analytically, taking into account the actors needed to apply them, describing the tools needed and defining the anticipated outcomes. In order to test our proposal, we applied it on a Learning Federation of repositories, from day 1 of its existence until it reached its maturity and regular operation. We supported the metadata creation process throughout the different phases of the repositories involved by setting up specific experiments using the methods and tools of the MQACP. Throughout each phase, we measured the resulting metadata quality to certify that the anticipated improvement in metadata quality actually took place. Lastly, through these different phases, the cost of the MQACP application was measured to provide a comparison basis for future applications. Based on the success of this first application, we decided to validate the MQACP approach by applying it on another two cases of a Cultural and a Research Federation of repositories. This would allow us to prove the transferability of the approach to other cases the present some similarities with the initial one but mainly significant differences. The results showed that the MQACP was successfully adapted to the new contexts, with minimum adaptations needed, with similar results produced and also with comparable costs. In addition, looking closer at the common experiments carried out in each phase of each use case, we were able to identify interesting patterns in the behavior of content providers that can be further researched. The dissertation is completed with a set of future research directions that came out of the cases examined. These research directions can be explored in order to support the next version of the MQACP in terms of the methods deployed, the tools used to assess metadata quality as well as the cost analysis of the MQACP methods.}, language = {eng}, urldate = {2018-06-09}, author = {Palavitsinis, Nikos}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:6DA8YLAK}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{evans_metaknowledge_2011, title = {Metaknowledge}, volume = {331}, doi = {10.1126/science.1201765}, language = {af}, number = {11}, journal = {Science}, author = {Evans, JA and Foster, JG}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.1201765 2129771:NMXJFNQ5 2486141:LLQGMHAE}, pages = {721--725}, } @inproceedings{ajadi_metamorphing_2013, address = {Accra, Ghana}, title = {'{Metamorphing} {Barriers}: {The} bowdlerization of the {Nigerian} wall.'}, language = {en}, booktitle = {Procs 5th {West} {Africa} {Built} {Environment} {Research} ({WABER}) 12-14 {August} 2013. {Proceedings}}, author = {Ajadi, S.B.}, editor = {Laryea, S. and Agyepong, S.}, year = {2013}, keywords = {⛔ No DOI found}, pages = {805--816}, } @article{dunst_metasynthesis_2019, title = {Metasynthesis of preservice professional preparation and teacher education research studies}, volume = {9}, url = {https://www.mdpi.com/2227-7102/9/1/50}, doi = {10.3390/educsci9010050}, number = {1}, urldate = {2023-11-01}, journal = {Education sciences}, author = {Dunst, Carl J. and Hamby, Deborah W. and Howse, Robin B. and Wilkie, Helen and Annas, Kimberly}, year = {2019}, note = {Publisher: MDPI}, pages = {50}, } @article{alexander_methodological_2020, title = {Methodological guidance paper: the art and science of quality systematic reviews}, volume = {90}, issn = {0034-6543}, shorttitle = {Methodological guidance paper}, url = {https://doi.org/10.3102/0034654319854352}, doi = {10.3102/0034654319854352}, abstract = {The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.}, number = {1}, urldate = {2021-06-11}, journal = {Review of Educational Research}, author = {Alexander, Patricia A.}, month = feb, year = {2020}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 2405685:GC76C27N 2534378:I28YADAU}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {6--23}, } @techreport{hasler_methodology_2021, type = {Working {Paper}}, title = {Methodology for literature reviews}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2CKWI7RR}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {10}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Blower, Thomas and Brugha, Meaghan and Damani, Kalifa and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Megha-Bongnkar, Ghislaine and Murphy, Mary and Walker, Hannah}, month = may, year = {2021}, doi = {10.5281/zenodo.4557508}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_methodology_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Methodology for literature reviews undertaken by the {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3GKL5PCI}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and {Taskeen Adam} and {Meaghan Brugha} and {Kalifa Damani} and {Zoe Allier-Gagneur} and {Sara Hennessy} and {David Hollow} and {Katy Jordan} and {Kevin Martin} and {Mary Murphy} and {Hannah Walker}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3352100}, note = {EdTechHub.Source: 2405685:BMM3Z3CM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352100 10.5281/zenodo.3352101 10.5281/zenodo.3595594 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI 2486141:6NRAXWGM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, STC-TLC, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:h}, } @techreport{davis_methodology_nodate, title = {Methodology for {Program} {Design}}, language = {en}, institution = {Pacific Crest}, author = {Davis, Chris}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B5JHPMDH}, keywords = {⛔ No DOI found}, pages = {249--252}, } @techreport{walker_methodology_2023, title = {Methodology for the {Curation} of {Digital} {Literacy} {Courses}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/KPTDR73T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Walker, Hannah and Macharia, Grace}, month = nov, year = {2023}, doi = {10.53832/opendeved.1063}, note = {ZenodoArchiveID: 10399660 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1063 ZenodoArchiveConcept: 10399659}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{moeyaert_methods_2017, title = {Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis}, volume = {20}, issn = {1364-5579, 1464-5300}, shorttitle = {Methods for dealing with multiple outcomes in meta-analysis {\textless}b{\textgreater}}, url = {https://www.tandfonline.com/doi/full/10.1080/13645579.2016.1252189}, doi = {10.1080/13645579.2016.1252189}, language = {en}, number = {6}, urldate = {2023-11-01}, journal = {International Journal of Social Research Methodology}, author = {Moeyaert, Mariola and Ugille, Maaike and Natasha Beretvas, S. and Ferron, John and Bunuan, Rommel and Van Den Noortgate, Wim}, month = nov, year = {2017}, pages = {559--572}, } @article{orduna-malea_methods_2015, title = {Methods for estimating the size of {Google} {Scholar}}, volume = {104}, doi = {10.1007/s11192-015-1614-6}, number = {3}, journal = {Scientometrics}, author = {Orduña-Malea, Enrique and Ayllón, Juan M. and Martín-Martín, Alberto and López-Cózar, Emilio Delgado}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1614-6 2129771:3RJ2ILU8}, pages = {931--949}, } @article{bender_methods_2018, title = {Methods for evidence synthesis in the case of very few studies}, volume = {9}, copyright = {© 2018 The Authors. Research Synthesis Methods published by John Wiley \& Sons Ltd.}, issn = {1759-2887}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1297}, doi = {10.1002/jrsm.1297}, abstract = {In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.}, language = {en}, number = {3}, urldate = {2023-11-02}, journal = {Research Synthesis Methods}, author = {Bender, Ralf and Friede, Tim and Koch, Armin and Kuss, Oliver and Schlattmann, Peter and Schwarzer, Guido and Skipka, Guido}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1297}, keywords = {common effect, evidence synthesis, fixed effects, meta-analysis, random effects, very few studies}, pages = {382--392}, } @book{drummond_methods_2005, address = {Oxford}, title = {Methods for the economic evaluation of health care programmes}, url = {https://bit.ly/3rbtRb1}, language = {English}, urldate = {2021-06-15}, publisher = {Oxford University Press}, author = {Drummond, M.F. and Sculpher, M.J. and Torrance, G.W. and O'Brien, B.J. and Stoddart, G.L.}, year = {2005}, } @article{mubanga_methods_2019, title = {Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in {Lusaka} {Province}, {Zambia}}, volume = {4}, url = {http://ur.aeu.edu.my/557/}, number = {4}, urldate = {2023-12-06}, journal = {International Journal of Research and Scintific Innovation (IJRSI)}, author = {Mubanga, Philip and Hock, Oo Yu and Asif, Mahbub Karim and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Research Gate}, keywords = {⛔ No DOI found}, pages = {96--107}, } @book{hunter_methods_2014, address = {Thousand Oaks, CA}, edition = {2nd}, title = {Methods of {Meta}-{Analysis}: {Correcting} {Error} and {Bias} in {Research} {Findings}}, language = {en}, publisher = {Sage}, author = {Hunter, JE and Schmidt, FL}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQN2ST3D 2486141:MXVJVAAZ}, } @misc{noauthor_mics6814_nodate, title = {{MICS6814} analog gas sensor}, url = {https://www.sgxsensortech.com/content/uploads/2015/02/1143_Datasheet-MiCS-6814-rev-8.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S5TGSQPN 4682641:P7FQA78P}, } @article{sherif_middle_2018, title = {Middle {Eastern} post-conflict futures in education: {Iraq}, {Syria} and {Yemen}}, shorttitle = {Middle {Eastern} post-conflict futures in education}, doi = {10.1108/IJCED-08-2018-032}, journal = {International Journal of Comparative Education and Development}, author = {Sherif, Yasmine}, year = {2018}, note = {Publisher: Emerald Publishing Limited}, } @techreport{t-tel_midline_2017, title = {Midline survey: {Transforming} teacher education and learning}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf}, urldate = {2020-07-03}, author = {{T-TEL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ}, keywords = {\_C:Ghana GHA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{mcburnie_midterm_2021, title = {Midterm {Report}: {OECS} {Learning} {Hub}}, url = {https://docs.google.com/document/u/1/d/1wJ2ZZfoFG7Kv1grCMQYsgfCUusQP0IK8e5cwUiK5bkw/edit?usp=embed_facebook}, language = {en-GB}, urldate = {2021-08-25}, author = {McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, note = {zotzenLib.CopiedFrom: 2486141:IR94DN2K KerkoCite.ItemAlsoKnownAs: 2129771:UVSXC2TM 2486141:IR94DN2K}, keywords = {Author:OpenDevEd}, } @techreport{unesco_migration_2019, title = {Migration, {Displacement} and {Education}: {Building} {Bridges}, {Not} {Walls}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265866}, institution = {UNESCO}, author = {{UNESCO}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HSXJJLAZ 5242966:NW7GUXPU}, } @techreport{hoog_migration_2018, address = {Amsterdam}, type = {{SEO} {Report}}, title = {Migration, {Education} \& {Development}: {Databases} and {Bibliography}. {Annex} {G} to “{Dutch} labour market shortages and potential labour supply from {Africa} and the {Middle} {East}”}, shorttitle = {Migration, education \& development}, url = {https://scholarlypublications.universiteitleiden.nl/access/item%3A3075144/view}, number = {2019-24}, urldate = {2022-04-18}, institution = {African Studies Centre Leiden}, author = {Hoog, Tycho van der and Dietz, Ton and Düvell, Franck}, collaborator = {{Akinyinka Akinyoade} and {Jos Damen} and {Mayke Kaag} and {Heleen Smits}}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AHCIC45K 2129771:KVEBHN3N 2129771:W256BX86}, keywords = {⛔ No DOI found}, } @misc{bertelsmann_stiftung_hrsg_migration_2015, title = {Migration gerecht gestalten}, url = {https://www.bertelsmann-stiftung.de/en/publications/publication/did/migration-gerecht-gestalten}, abstract = {Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.}, language = {en}, urldate = {2022-05-03}, author = {Bertelsmann Stiftung (Hrsg.)}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P4NQVCNA 2486141:7RFCELFF}, } @techreport{oecd-organisation_for_economic_co-operation_and_development_migration_2018, title = {Migration {Policy} {Debates}}, url = {https://www.oecd.org/els/mig/migration-policy-debate-15.pdf}, urldate = {2022-05-03}, institution = {OECD}, author = {{OECD-Organisation for Economic Co-operation and Development}}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CDWG67PR 2486141:SQTMX7PS}, } @article{selwyn_minding_2016, title = {Minding our language: why education and technology is full of bull**** … and what might be done about it}, volume = {41}, issn = {1743-9884}, shorttitle = {Minding our language}, url = {https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3}, doi = {10.1080/17439884.2015.1012523}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP Extra URL: https://doi.org/10.1080/17439884.2015.1012523}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {437--443}, } @misc{inee_minimum_2012, title = {Minimum {Standards} for {Education}: {Preparedness}, {Response}, {Recovery}}, url = {https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf}, language = {English}, publisher = {Interagency Network for Education in Emergencies}, author = {{INEE}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EN45U3HA 2486141:HUS2AQXN}, } @article{noauthor_minister_2019, series = {News}, title = {Minister reiterates significance of {TVET} in addressing {Ghana}’s employment challenges}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3M6A85G}, } @article{itu_ministerial_2021, chapter = {2021 Highlights October}, title = {Ministerial {Roundtable} - “{Digitalizing} daily life: government services and content driving digital transformation” – {Part} 1 - {ITU} {Telecom} {World}}, shorttitle = {Ministerial {Roundtable} - “{Digitalizing} daily life}, url = {https://digital-world.itu.int/ministerial-roundtable-digitalizing-daily-life-government-services-and-content-driving-digital-transformation-part-1/}, language = {en-US}, urldate = {2024-02-29}, author = {{ITU}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:7K3R6H8E}, keywords = {Final\_citation}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education} and {Skills} {Development} - {Botswana}}, url = {http://moesd}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C9SPHUYU}, } @misc{government_of_uganda_ministry_nodate, title = {Ministry of {Education} and {Sports}}, url = {http://education.go.ug/}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {UA-5b164912-d3d1-4148-ad61-2f0001e42a20 KerkoCite.ItemAlsoKnownAs: 2129771:ZGV2LLMT 2317526:KDSYSSZ3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education} - {Ghana}}, url = {http://moe.gov.gh/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VB6E2ATP}, } @misc{ministry_of_education_liberia_ministry_2020, title = {Ministry of {Education} {Proud} of {Students} {Steady} and {Progressive} {Performance} in the {West} {African} {Senior} {Secondary} {Examinations} ({WASSCE})}, url = {https://www.facebook.com/LiberiaMOE/posts/2833515163586124?_rdc=1&_rdr}, author = {{Ministry of Education, Liberia}}, month = nov, year = {2020}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education}, {Science} and {Technology}}, url = {https://www.education.go.ke/}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4AXERIFU}, } @misc{government_of_kenya_ministry_nodate, type = {Government}, title = {Ministry of {Education}, {Science} and {Technology}}, url = {http://www.education.go.ke/}, abstract = {LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS \{loadmodule mod\_ajax\_intro\_articles,News Article\} UPCOMING EVENTS \{\vphantom{\}}loadmo...}, language = {English}, urldate = {2018-11-05}, author = {{Government of Kenya}}, note = {UA-78001695-7ac9-44a5-95c5-f0ff7f735ae2 KerkoCite.ItemAlsoKnownAs: 2129771:9EG45SCD 2317526:VIRPFYPY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_tanzania_ministry_nodate, title = {Ministry of {Education}, {Science} and {Technology}}, url = {http://www.moe.go.tz/en/}, urldate = {2018-12-08}, author = {{Government of Tanzania}}, note = {UA-eb9cd5c2-fda9-4cd6-8582-aefd81146e2c KerkoCite.ItemAlsoKnownAs: 2129771:FYFIHGKE 2317526:G962RLZW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Employment} and {Labour} {Relations}}, url = {http://www.melr.gov.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7FEHR9Y3}, } @misc{ministry_of_information_and_communications_sierra_leone_ministry_2020, title = {Ministry of {Information} and {Communications} {\textbar} {Home}}, url = {https://mic.gov.sl/}, urldate = {2020-06-25}, author = {Ministry of Information {and} Communications (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KJ4CSE7U 2405685:MV5RWXEF}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Labour} and {Home} {Affairs}- {Botswana}}, url = {http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Labour--Home-Affairs-MLHA/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N7ZXW588}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Labour} and {Social} {Protection}}, url = {https://labour.go.ke/}, language = {en-US}, urldate = {2020-08-04}, journal = {The State Department for Labour}, note = {Library Catalog: labour.go.ke KerkoCite.ItemAlsoKnownAs: 2129771:GLILFFLE}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Local} {Government} and {Rural} {Development} - {Ghana}}, url = {http://www.mlgrd.gov.gh/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ALDPX2C7}, } @misc{ajadi_mirror_2012, title = {'{Mirror} {Motion}', {Off} the coast international poetry journal}, url = {http://www.off}, language = {en}, publisher = {Resolute Bear Press}, author = {Ajadi, S.B.}, year = {2012}, note = {Edition: Fall Pages: 41 Place: Robbinston}, } @misc{noauthor_mission-oriented_nodate, title = {Mission-oriented innovation policy: how can experimentation help?}, shorttitle = {Mission-oriented innovation policy}, url = {https://www.nesta.org.uk/blog/mission-oriented-innovation-policy-how-can-experimentation-help/}, abstract = {Mission-oriented innovation policy is back on the agenda, gaining more and more traction among both innovation policymakers and practitioners. Albert Bravo-Biosca and Teo Firpo explains how and why experimentation is important when delivering missions.}, language = {en}, urldate = {2021-05-06}, journal = {nesta}, } @misc{davis_mitigating_2020, title = {Mitigating {COVID}-19 impacts and getting education systems up and running again: {Lessons} from {Sierra} {Leone}}, shorttitle = {Mitigating {COVID}-19 impacts and getting education systems up and running again}, url = {https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra}, abstract = {Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.}, language = {en}, urldate = {2020-08-18}, journal = {Global Partnership for Education}, author = {Davis, Edward and Berry, Chris}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3FB8TGLH 2339240:NIUY9YWK 2405685:CVJKIQ8D}, keywords = {\_C:Sierra Leone SLE}, } @article{ndemo_mitigating_2023, title = {Mitigating errors and misconceptions among {Grade} 11 learners in algebra through error analysis}, volume = {2}, issn = {2958-0986}, url = {https://ajoted.org/index.php/ajoted/article/view/11}, doi = {10.4102/ajoted.v2i1.11}, language = {en}, number = {1}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Ndemo, Zakaria and Ndemo, Osten}, month = jul, year = {2023}, } @article{douglas_mitigating_2020, title = {Mitigating the wider health effects of covid-19 pandemic response}, issn = {1756-1833}, url = {http://www.bmj.com/lookup/doi/10.1136/bmj.m1557}, doi = {10.1136/bmj.m1557}, language = {en}, urldate = {2020-08-12}, journal = {BMJ}, author = {Douglas, Margaret and Katikireddi, Srinivasa Vittal and Taulbut, Martin and McKee, Martin and McCartney, Gerry}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.m1557 2129771:YUHT9Z6D}, keywords = {\_\_C:filed:1}, pages = {m1557}, } @article{palinkas_mixed_2011, title = {Mixed method designs in implementation research}, volume = {38}, doi = {10.1007/s10488-010-0314-z}, number = {1}, journal = {Administration and Policy in Mental Health and Mental Health Services Research}, author = {Palinkas, Lawrence A. and Aarons, Gregory A. and Horwitz, Sarah and Chamberlain, Patricia and Hurlburt, Michael and Landsverk, John}, year = {2011}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0314-z 2129771:NABX8Y3M 4869029:TMLU6F9M}, pages = {44--53}, } @book{tashakkori_mixed_1998, address = {Thousand Oaks, London, New Delhi}, series = {Applied {Social} {Research} {Methods} {Series}; v. 46}, title = {Mixed {Methodology}: {Combining} {Qualitative} and {Quantitative} {Approaches}}, shorttitle = {Mixed {Methodology}: {Combining} {Qualitative} and {Quantitative} {Approaches}}, publisher = {Sage Publications}, author = {Tashakkori, A. and Teddlie, C.}, editor = {Bickman, L and Rog, D.J.}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DYMUFPI7 2486141:299PMB4Z}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, } @misc{hong_mixed_2018, title = {Mixed methods appraisal tool ({MMAT}), version 2018 user guide}, url = {http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf}, urldate = {2019-12-12}, publisher = {McGill University Department of Family Medicine}, author = {Hong, Q.N. and Pluye, P. and Fabregues, S. and Bartlett, G. and Boardman, F. and Cargo, M. and Dagenais, P. and Gagnon, M-P. and Griffiths, F. and Nicolau, B. and O'Cathain, A. and Rousseau, M-C. and Vedel, I.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs:VPTYK3KB}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{kermarrec_mixed-methods_2022, title = {Mixed-methods approaches to learning strategies and self-regulation in {Physical} {Education}: a literature review}, volume = {27}, issn = {1740-8989}, shorttitle = {Mixed-methods approaches to learning strategies and self-regulation in {Physical} {Education}}, url = {https://doi.org/10.1080/17408989.2021.1999916}, doi = {10.1080/17408989.2021.1999916}, abstract = {Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.}, number = {2}, urldate = {2022-04-05}, journal = {Physical Education and Sport Pedagogy}, author = {Kermarrec, Gilles and Regaieg, Ghada and Clayton, Rebecca}, month = mar, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17408989.2021.1999916}, keywords = {Learning strategies, mixed-methods, physical education, qualitative and quantitative analysis, self-regulated learning}, pages = {172--185}, } @article{teddlie_mixed_2007, title = {Mixed {Methods} {Sampling}: {A} {Typology} {With} {Examples}}, volume = {1}, issn = {1558-6898, 1558-6901}, shorttitle = {Mixed {Methods} {Sampling}}, url = {http://journals.sagepub.com/doi/10.1177/2345678906292430}, doi = {10.1177/2345678906292430}, language = {en}, number = {1}, urldate = {2017-02-07}, journal = {Journal of Mixed Methods Research}, author = {Teddlie, Charles and Yu, Fen}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/2345678906292430 2129771:WGBILE5I 2486141:LKMKNHPM 261495:EXPPDPFQ 503888:YZZQE7Y4}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, pages = {77--100}, } @techreport{jimenez_mixing_2018, title = {Mixing and {Matching}: {Using} {Qualitative} {Methods} to {Improve} {Quantitative} {Impact} {Evaluations} ({IEs}) and {Systematic} {Reviews} ({SRs}) of {Development} {Outcomes}}, url = {https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/}, language = {en}, author = {Jimenez, Emmanuel and Waddington, Hugh and Goel, Neeta and Prost, Audrey and Pullin, Andrew}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YKCBGNC2 2317526:EYC6GBR4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, 3ie, \_\_\_duplicate\_item, publicImportV1}, } @article{jimenez_mixing_2018, title = {Mixing and matching: using qualitative methods to improve quantitative impact evaluations ({IEs}) and systematic reviews ({SRs}) of development outcomes}, volume = {10}, issn = {1943-9342, 1943-9407}, shorttitle = {Mixing and matching}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1534875}, doi = {10.1080/19439342.2018.1534875}, abstract = {Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identifies good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our findings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative findings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and findings, which helped contextualise quantitative findings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer different questions can go beyond the ‘sum of their parts’ to provide holistic answers about development effectiveness. The findings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.}, language = {en}, number = {4}, urldate = {2021-11-12}, journal = {Journal of Development Effectiveness}, author = {Jimenez, Emmanuel and Waddington, Hugh and Goel, Neeta and Prost, Audrey and Pullin, Andrew and White, Howard and Lahiri, Shaon and Narain, Anmol}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1534875 2129771:V34R7Q5Q}, keywords = {\_\_\_duplicate\_item}, pages = {400--421}, } @article{pombo_mobile_2019, title = {Mobile augmented reality game-based learning: teacher training using the {EduPARK} app}, volume = {9}, shorttitle = {Mobile augmented reality game-based learning}, number = {2}, journal = {Da Investigação às Práticas}, author = {Pombo, Lúcia and Marques, Margarida Morais and Carlos, Vânia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKWGA9QG}, keywords = {\_C:Jordan JOR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {3--30}, } @article{beauchamp_mobile_2019, title = {Mobile learning and the outdoors}, doi = {10.4135/9781526463173.n14}, journal = {Early Learning in the Digital Age}, author = {BEAUCHAMP, GARY and YOUNG, NICK and PRICE, RUBY}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AX74SZG8 2129771:IZ34XFK3}, keywords = {\_\_C:filed:1}, pages = {196}, } @article{sanga_mobile_2016, title = {Mobile learning bridging the gap in agricultural extension service delivery: {Experiences} from {Sokoine} {University} of {Agriculture}, {Tanzania}}, url = {http://41.73.194.142:8080/xmlui/handle/123456789/1184}, abstract = {The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.}, language = {en}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Sanga, C and Mlozi, M and Haug, R and Tumbo, S}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8ITNR724 2317526:QJP4S2HT UTI-58288E2E-A7C1-3BBC-8FF2-B93729779CF7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:agricultural, P:agriculture, P:economy, P:services, Q:ICT, Q:mobile learning, T:Training, T:continuing education, publicImportV1, ⛔ No DOI found}, } @article{elaish_mobile_2017, title = {Mobile {Learning} for {English} {Language} {Acquisition}: {Taxonomy}, {Challenges}, and {Recommendations}}, volume = {5}, shorttitle = {Mobile {Learning} for {English} {Language} {Acquisition}}, doi = {10.1109/access.2017.2749541}, journal = {IEEE Access}, author = {Elaish, Monther M. and Shuib, Liyana and Ghani, Norjihan Abdul and Yadegaridehkordi, Elaheh and Alaa, Musaab}, year = {2017}, note = {00002 KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2749541 10/cgtz 2129771:TRWLVLE2 2129771:TX6K4W7I}, keywords = {\_\_C:filed:1}, pages = {19033--19047}, } @article{bano_mobile_2018, title = {Mobile learning for science and mathematics school education: {A} systematic review of empirical evidence}, volume = {121}, issn = {03601315}, shorttitle = {Mobile learning for science and mathematics school education}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131518300381}, doi = {10.1016/j.compedu.2018.02.006}, language = {en}, urldate = {2020-04-28}, journal = {Computers \& Education}, author = {Bano, Muneera and Zowghi, Didar and Kearney, Matthew and Schuck, Sandra and Aubusson, Peter}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.02.006 2129771:TF98WPE8}, pages = {30--58}, } @book{wishart_mobile_2017, title = {Mobile learning in schools: {Key} issues, opportunities and ideas for practice}, shorttitle = {Mobile learning in schools}, publisher = {Routledge}, author = {Wishart, Jocelyn}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LXIQ529R}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Brunei Darussalam BRN, \_C:Canada CAN, \_C:China CHN, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{frohberg_mobile_2009, title = {Mobile learning projects–a critical analysis of the state of the art}, volume = {25}, doi = {10.1111/j.1365-2729.2009.00315.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Frohberg, Dirk and Göth, Christoph and Schwabe, Gerhard}, year = {2009}, note = {00168 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00315.x 10/bg3h47 2129771:295A7BM7 257089:QDBINPJT}, pages = {307--331}, } @article{fernandez-lopez_mobile_2013, title = {Mobile learning technology based on {iOS} devices to support students with special education needs}, volume = {61}, doi = {10.1016/j.compedu.2012.09.014}, journal = {Computers \& Education}, author = {Fernández-López, Álvaro and Rodríguez-Fórtiz, María José and Rodríguez-Almendros, María Luisa and Martínez-Segura, María José}, year = {2013}, note = {00026 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.09.014 10/f4hnzg 2129771:BFWDTZ88 257089:CF6ARA9F}, pages = {77--90}, } @article{furio_mobile_2014, title = {Mobile learning vs. traditional classroom lessons: a comparative study}, doi = {10.1111/jcal.12071}, journal = {Journal of Computer Assisted Learning}, author = {Furió, D and Juan, M-C and Seguí, I and Vivó, R}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12071 10/f7dqjb 2129771:6H2BPCC9 257089:VWSWF3H4}, } @article{mahrin_mobile_2013, title = {Mobile {Lernumgebungen} und {Handlungsansätze} für die internationale {Berufsbildungszusammenarbeit}}, abstract = {Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.}, language = {de}, journal = {bwp@}, author = {Mahrin, Bernd}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST}, keywords = {⛔ No DOI found}, } @inproceedings{bradley_mobile_2019, title = {Mobile literacy among {Syrian} refugee women teachers}, url = {https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986}, doi = {10.14705/rpnet.2019.38.986}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {English}, booktitle = {{CALL} and complexity – short papers from {EUROCALL} 2019}, publisher = {Research-publishing.net}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, year = {2019}, note = {Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 2534378:93K5R9FV 2534378:NR6VFNNC}, keywords = {Career Development, Cross Cultural Studies, ERIC, Resources in Education (RIE), Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Lebanon, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Sweden, Syria, Teacher Attitudes, Telecommunications, Videoconferencing, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095768, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {57--62}, } @book{bradley_mobile_2019, title = {Mobile {Literacy} among {Syrian} {Refugee} {Women} {Teachers}}, url = {https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {en}, urldate = {2021-02-11}, publisher = {Research-publishing}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, month = dec, year = {2019}, note = {Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2129771:NU7RBXMI}, keywords = {Career Development, Cross Cultural Studies, Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Teacher Attitudes, Telecommunications, Videoconferencing, \_C:Australia AUS, \_C:Dominica DMA, \_C:France FRA, \_C:Jordan JOR, \_C:Lebanon LBN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{oliver_mobile_2020, title = {Mobile phone data and {COVID}-19: {Missing} an opportunity?}, shorttitle = {Mobile phone data and {COVID}-19}, url = {http://arxiv.org/abs/2003.12347}, abstract = {This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic.}, urldate = {2020-08-12}, journal = {arXiv:2003.12347 [cs]}, author = {Oliver, Nuria and Letouzé, Emmanuel and Sterly, Harald and Delataille, Sébastien and De Nadai, Marco and Lepri, Bruno and Lambiotte, Renaud and Benjamins, Richard and Cattuto, Ciro and Colizza, Vittoria and de Cordes, Nicolas and Fraiberger, Samuel P. and Koebe, Till and Lehmann, Sune and Murillo, Juan and Pentland, Alex and Pham, Phuong N. and Pivetta, Frédéric and Salah, Albert Ali and Saramäki, Jari and Scarpino, Samuel V. and Tizzoni, Michele and Verhulst, Stefaan and Vinck, Patrick}, month = mar, year = {2020}, note = {arXiv: 2003.12347 KerkoCite.ItemAlsoKnownAs: 2129771:YG2FCJD6}, keywords = {Computer Science - Computers and Society, \_\_C:filed:1, ⛔ No DOI found}, } @article{ekanayake_mobile_2014, title = {Mobile phone images and video in science teaching and learning}, volume = {39}, url = {https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning}, doi = {10.1080/17439884.2013.825628}, language = {en}, number = {2}, urldate = {2020-09-23}, journal = {Learning Media and Technology}, author = {Ekanayake, Sakunthala and Wishart, Jocelyn}, year = {2014}, note = {shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2129771:GSRH2XWN 2405685:RFWQKYW5}, } @incollection{churchill_mobile_2017, title = {Mobile {Technologies} and {Digital} {Resources} for {Learning}}, booktitle = {Digital {Resources} for {Learning}}, publisher = {Springer}, author = {Churchill, Daniel}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:HWMF7L3K 2129771:VMYWJBHX}, keywords = {\_\_C:filed:1}, pages = {175--226}, } @article{naylor_mobile_2020, title = {Mobile {Technology} in a {Transnational} {Project}: {The} {Experiences} of {Teacher} {Educators} and {Teachers}}, shorttitle = {Mobile {Technology} in a {Transnational} {Project}}, doi = {10.5040/9781350095663.ch-004}, journal = {Transforming Teacher Education with Mobile Technologies}, author = {Naylor, Amanda and Gibbs, Janet and Igland, Anbjorg and Armundson, Monica}, year = {2020}, note = {Publisher: Bloomsbury Academic KerkoCite.ItemAlsoKnownAs: 10.5040/9781350095663.ch-004 2129771:QNQ9XRPS}, keywords = {\_\_C:filed:1}, pages = {73}, } @techreport{wagner_mobiles_2014, title = {Mobiles {For} {Reading}: {A} {Landscape} {Research} {Review}}, url = {http://literacy.org/sites/literacy.org/files/publications/wagner_mobiles4reading_usaid_june_14.pdf}, urldate = {2015-08-09}, institution = {USAID}, collaborator = {Wagner, Dan}, month = jun, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6CBTE52G 261495:7NTCHA4C}, } @incollection{prasse_mobiles_2017, title = {Mobiles {Lernen}. {Auch} zu {Hause}?}, booktitle = {Tablets in {Schule} und {Unterricht}}, publisher = {Springer}, author = {Prasse, Doreen and Egger, Nives and Honegger, Beat Döbeli}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:LMZLIFZG 2129771:Z3MMLFZC}, keywords = {\_\_C:filed:1}, pages = {209--239}, } @techreport{pouezevara_mobiliteracy-uganda_2014, title = {{MobiLiteracy}-{Uganda} program phase 1: {Endline} report}, url = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/Mobiliteracy_Endline_Report_final_Rev_SUBMTITED_Jan%206%202014%281%29.pdf}, institution = {RTI International}, author = {Pouezevara, Sarah and King, S.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZTCVLGW 4804264:2MWWKC2V}, keywords = {Final\_citation, cited, existing}, } @article{ozoglu_mobility-related_2015, title = {Mobility-{Related} {Teacher} {Turnover} and the {Unequal} {Distribution} of {Experienced} {Teachers} in {Turkey}}, volume = {15}, copyright = {Copyright (c) 2015 Educational Sciences: Theory \& Practice}, issn = {2148-7561}, url = {https://jestp.com/~jestpcom/index.php/estp/article/view/650}, doi = {10.12738/estp.2015.4.2619}, abstract = {This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.}, language = {en}, number = {4}, urldate = {2021-03-07}, journal = {Educational Sciences: Theory \& Practice}, author = {Özoğlu, Murat}, month = aug, year = {2015}, note = {Number: 4}, keywords = {Lebanon\_event\_2021, Turkey, \_C:Georgia GEO, \_C:Italy ITA, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{zahra_mode_2018, title = {Mode of tele-communication and software used by children with hearing impairment}, volume = {29}, issn = {ISSN: 0970-938X (Print) {\textbar} 0976-1683 (Electronic)}, url = {https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html}, doi = {10.4066/biomedicalresearch.29-17-3494}, abstract = {Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80\% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50\% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.}, language = {en}, number = {5}, urldate = {2022-04-16}, journal = {Biomedical Research}, author = {Zahra, Arjamand and Khan, Sikander Ghayas and Butt, Ayesha Kamal and Noreen, Hafsa and Saeed, Muhammad Imtiaz and Iftikhar, Nayab}, year = {2018}, note = {Publisher: Allied Academies KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2129771:LXEKM4D9}, } @techreport{vijil-morin_model_2022, title = {Model {Education} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/UC2N9MDX}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1049}, note = {ZenodoArchiveID: 10264894 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1049 ZenodoArchiveConcept: 10264893}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_model_2022, title = {Model {Education} {Plan}}, url = {https://docs.opendeved.net/lib/UC2N9MDX}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1049}, } @article{vasconcelos_modeling_2021, title = {Modeling the {Epidemic} {Growth} of {Preprints} on {COVID}-19 and {SARS}-{CoV}-2}, volume = {9}, issn = {2296-424X}, url = {https://www.frontiersin.org/article/10.3389/fphy.2021.603502}, doi = {10.3389/fphy.2021.603502}, abstract = {The response of the scientific community to the global health emergency caused by the COVID-19 pandemic has produced an unprecedented number of manuscripts in a short period of time, the vast majority of which have been shared in the form of preprints posted on online preprint repositories before peer review. This surge in preprint publications has in itself attracted considerable attention, although mostly in the bibliometrics literature. In the present study we apply a mathematical growth model, known as the generalized Richards model, to describe the time evolution of the cumulative number of COVID-19 related preprints. This mathematical approach allows us to infer several important aspects concerning the underlying growth dynamics, such as its current stage and its possible evolution in the near future. We also analyze the rank-frequency distribution of preprints servers, ordered by the number of COVID-19 preprints they host, and find that it follows a power law in the low rank (high frequency) region, with the high rank (low frequency) tail being better described by a q-exponential function. The Zipf-like law in the high frequency regime indicates the presence of a cumulative advantage effect, whereby servers that already have more preprints receive more submissions.}, urldate = {2021-10-05}, journal = {Frontiers in Physics}, author = {Vasconcelos, Giovani L. and Cordeiro, Luan P. and Duarte-Filho, Gerson C. and Brum, Arthur A.}, year = {2021}, pages = {125}, } @article{aganovic_modeling_2022, title = {Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified {Wells}-{Riley} model}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://proceedings.open.tudelft.nl/clima2022/article/view/363}, doi = {10.34641/CLIMA.2022.363}, abstract = {There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80\% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 \% and 6 ACH compared to a higher RH of 70 \% and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5\% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80\% increased the infection risk. Within the acceptable range of RH of 20-50\% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50\% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus.}, language = {en}, urldate = {2022-05-29}, journal = {CLIMA 2022 conference}, author = {Aganovic, Amar and Bi, Yang and Bi, Yang and Cao, Guangyu and Kurnitski, Jarek and Wargocki, Pawel}, month = may, year = {2022}, note = {Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.363 2129771:9DKJ5XA4 4682641:RY22WFV5 4682641:ZXCG74X9}, keywords = {BE:RELEVANT}, pages = {2022: CLIMA 2022 The 14th REHVA HVAC World Congress}, } @techreport{kaffenberger_modeling_2020, title = {Modeling the {Long}-{Run} {Learning} {Impact} of the {COVID}-19 {Learning} {Shock}: {Actions} to ({More} {Than}) {Mitigate} {Loss}}, shorttitle = {Modeling the {Long}-{Run} {Learning} {Impact} of the {COVID}-19 {Learning} {Shock}}, url = {https://www.riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Kaffenberger, Michelle}, month = jun, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/017}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/017 2129771:VEPYCQGT}, } @article{ngqulu_modelling_2019, series = {Conference {Proceeding}}, title = {Modelling {TVET} {Colleges} as {Alternative} {Centres} to {Deliver} {eSkills} {Training} in {Rural} {Communities} of {Eastern} {Cape}}, doi = {10.23919/ISTAFRICA.2019.8764849}, abstract = {© 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled.}, journal = {2019 IST-Africa Week Conference, IST-Africa 2019}, author = {Ngqulu, Ndiyakholwa and Gumbo, Sibukele and Nogwina, Mnoneleli}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764849 2129771:BU5JSDCH 2129771:CREUJTZX}, } @techreport{schwarz_modernisation_2016, title = {Modernisation {Of} {Vocational} {Education} {And} {Training} – {The} {International} {Consultancy} {Adopted} {By} {BIBB}}, url = {https://www.bibb.de/dokumente/pdf/ab12_modernisation_of_vet.pdf}, language = {en}, urldate = {2018-06-11}, author = {Schwarz, Michael and Janssen, Bettina and Cáceres-Reebs, Diana and Medrikat, Ilona}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HUGAARRB 2317526:24LJ89CM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, CC:Germany, CLL:en, publicImportV1}, } @book{schwarz_modernisierung_2016, address = {Bonn}, title = {Modernisierung beruflicher {Bildung}: der internationale {Beratungsansatz} des {BIBB}}, isbn = {978-3-945981-23-8}, shorttitle = {Modernisierung beruflicher {Bildung}}, language = {de}, publisher = {Bundesinstitut für Berufsbildung}, author = {Schwarz, Michael and Janssen, Bettina and Cáceres-Reebs, Diana and Medrikat, Ilona}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BPRBZGEM 2129771:WVSSDDUP 2317526:IPT9FYVX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, CLL:de, publicImportV1}, } @techreport{walker_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 0. {Kick}-{Off} of the {EdTech} {Fellowship}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/QXXKBQ36}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {2}, institution = {Open Development \& Education}, author = {Walker, Hannah and Lurvink, Anne-Fleur and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1000}, note = {ZenodoArchiveID: 8386638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1000 ZenodoArchiveConcept: 8386637}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{walker_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 1. {Defining} and understanding your ‘people’ and user base.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/H69XC2JZ}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {3}, institution = {Open Development \& Education}, author = {Walker, Hannah and Lurvink, Anne-Fleur and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1001}, note = {ZenodoArchiveID: 8386642 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1001 ZenodoArchiveConcept: 8386641}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{walker_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 2: {Building} a pedagogically effective {EdTech} intervention}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/AJP6VS9V}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {4}, institution = {Open Development \& Education}, author = {Walker, Hannah and Lurvink, Anne-Fleur and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1002}, note = {ZenodoArchiveID: 8386645 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1002 ZenodoArchiveConcept: 8386644}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{walker_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 3: {Assessing} readiness for {EdTech} in your education system}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/AWA68B85}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {5}, institution = {Open Development \& Education}, author = {Walker, Hannah and Lurvink, Anne-Fleur and McBurnie, Chris and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1003}, note = {ZenodoArchiveID: 8386649 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1003 ZenodoArchiveConcept: 8386648}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{mcburnie_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 3: {Case} {Study} {Evidence} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/HWZZM9RE}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {6}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Lurvink, Anne-Fleur and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1004}, note = {ZenodoArchiveID: 8386653 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1004 ZenodoArchiveConcept: 8386652}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{mcburnie_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 3: {Case} {Study} {Scenarios}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/5U7R837W}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {7}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Lurvink, Anne-Fleur and Moustafa, Nariman and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1005}, note = {ZenodoArchiveID: 8386658 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1005 ZenodoArchiveConcept: 8386657}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{dangelo_module_2019, address = {London, UK}, type = {Project {Teacher} {Professional} {Development}}, title = {Module 4: {Code} of {Conduct} ({For} {Master} {Trainers} and {Trainers})}, url = {https://docs.opendeved.net/lib/SA3FSUTU}, number = {4}, institution = {Save the Children, Open Development \& Education}, author = {D’Angelo, Sophia and Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.4743723}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743723 2129771:SA3FSUTU}, keywords = {Author:OpenDevEd, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:s}, } @techreport{moustafa_module_2023, type = {{EdTech} {Fellowship}}, title = {Module 4: {Diagnosing} adaptive challenges}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/8XK73WT2}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {8}, institution = {Open Development \& Education}, author = {Moustafa, Nariman and Walker, Hannah and Lurvink, Anne-Fleur and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1006}, note = {ZenodoArchiveID: 8386666 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1006 ZenodoArchiveConcept: 8386665}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{dangelo_module_2019, address = {London, UK}, type = {Teacher {Professional} {Development}}, title = {Module 5: {Girls}’ {Education} ({For} {Master} {Trainers} and {Trainers})}, url = {https://docs.opendeved.net/lib/JFNZD9DC}, number = {5}, institution = {Save the Children, Open Development \& Education}, author = {D’Angelo, Sophia and Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.4743725}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743725 2129771:JFNZD9DC}, keywords = {Author:OpenDevEd, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:t}, } @techreport{dangelo_module_2019, address = {London, UK}, type = {Teacher {Professional} {Development}}, title = {Module 6: {Conflict} {Sensitive} {Education} ({For} {Master} {Trainers} and {Trainers})}, url = {https://docs.opendeved.net/lib/SGZJVBSV}, number = {6}, institution = {Save the Children, Open Development \& Education}, author = {D’Angelo, Sophia and Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.4743727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743727 2129771:SGZJVBSV}, keywords = {Author:OpenDevEd, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:u}, } @book{rajasekaran_moldova_2022, address = {Washington, DC}, title = {{MOLDOVA} – {DIGITAL} {EDUCATION} {READINESS} {ASSESSMENT} 2021-22}, language = {en}, publisher = {World Bank Group}, author = {Rajasekaran, Subhashini and Casap, Lucia}, year = {2022}, doi = {http://documents.worldbank.org/curated/en/099120006252220689/P17773104ea6f2040a88e02bdf9bbd04f6.}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{aguilar_monitoring_2021, title = {Monitoring and {Assessment} of {Indoor} {Environmental} {Conditions} after the {Implementation} of {COVID}-19-{Based} {Ventilation} {Strategies} in an {Educational} {Building} in {Southern} {Spain}}, volume = {21}, doi = {10.3390/s21217223}, number = {21}, journal = {Sensors}, author = {Aguilar, Antonio J. and de la Hoz-Torres, María L. and Martínez-Aires, Mª and Ruiz, Diego P.}, year = {2021}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/s21217223 2129771:XZFHV8UQ 4682641:DWETE6D8 4682641:SP2AIEN2}, keywords = {BE:RELEVANT}, pages = {7223}, } @misc{mcburnie_monitoring_2020, title = {Monitoring and evaluating radio in education}, copyright = {Creative Commons Attribution 4.0 International}, author = {McBurnie, Chris}, month = nov, year = {2020}, doi = {10.5281/zenodo.4283503}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4283503 2129771:E77BS5IR 2405685:PLW5MPU5}, keywords = {Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{vijil-morin_monitoring_2022, title = {Monitoring and {Evaluation} {Framework}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VZNK388V}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1048}, note = {ZenodoArchiveID: 10264244 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1048 ZenodoArchiveConcept: 10264243}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{vijil-morin_monitoring_2022, title = {Monitoring and {Evaluation} {Framework}}, url = {https://docs.opendeved.net/lib/VZNK388V}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1048}, } @book{infodev_monitoring_2005, address = {Washington}, title = {Monitoring and {Evaluation} of {ICT} in {Education} {Projects}: {A} {Handbook} for {Developing} {Countries}.}, url = {http://www.infodev.org/en/Publication.9.htm}, publisher = {The World Bank}, author = {{InfoDev}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KJRGFJQ9 261495:5C2BAVAH}, } @misc{noauthor_monitoring_nodate, title = {Monitoring and {Evaluation} {Report} of {TETFund} {Intervention}}, language = {en}, } @misc{noauthor_monitoring_nodate, title = {Monitoring and {Evaluation} {Report} of {TETFund} {Intervention} {Projects} in {Abdu} {Gusau} {Polytechnic} {Talata} {Mafara}}, language = {ny}, note = {Place: Zamfara State}, } @misc{noauthor_monitoring_nodate, title = {Monitoring and {Evaluation} {Report} of {TETFund} {Intervention} {Projects} in {Federal} {University} {Gusau}, {Zamfara} {State}}, language = {en}, } @techreport{kaye_monitoring_2020, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle} {Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://zenodo.org/record/4140104}, abstract = {{\textless}strong{\textgreater}On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. {\textless}/strong{\textgreater} {\textless}strong{\textgreater}The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making.{\textless}/strong{\textgreater} {\textless}strong{\textgreater}The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures. {\textless}/strong{\textgreater}}, language = {en}, urldate = {2021-06-07}, institution = {Zenodo}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = oct, year = {2020}, doi = {10.5281/ZENODO.4140104}, note = {zotzenLib.CopiedFrom: 2486141:ZYQNAMC6 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 2129771:CTZNTV64 2339240:3TNWACL9 2405685:HRT8E6US}, keywords = {\_\_\_duplicate\_item}, } @techreport{kaye_monitoring_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle} {Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://docs.edtechhub.org/lib/XUVA9827}, language = {EN}, number = {30}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.4140104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 2129771:MSFWXSWR 2339240:2K6FG2CF 2405685:DAFBBJ3F 2405685:HRT8E6US 2405685:XUVA9827}, keywords = {\_\_\_duplicate\_item, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{noauthor_montserrat_nodate, title = {Montserrat {Digest}-2013-2014.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EWV247GU}, } @article{wolfenden_mooc_2017, title = {{MOOC} adaptation and translation to improve equity in participation}, volume = {4}, issn = {2311-1550}, doi = {10.56059/jl4d.v4i2.209}, language = {en}, number = {2}, journal = {Journal of Learning for Development}, author = {Wolfenden, Freda and Cross, Simon and Henry, Fiona}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 4804264:UZX4939S}, keywords = {Final\_citation, cited, existing}, pages = {127--142}, } @article{wolfenden_mooc_2017, title = {{MOOC} adaptation and translation to improve equity in participation}, volume = {4}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/209}, abstract = {There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50\% for each of the two MOOCs.}, language = {English}, number = {2}, journal = {Journal of Learning for Development}, author = {Wolfenden, Freda and Cross, Simon and Henry, Fiona}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y}, keywords = {Access to Computers, Access to Education, Attitude Measures, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Equal Education, Foreign Countries, Higher Education, India, International Programs, Large Group Instruction, Online Courses, Partnerships in Education, Postsecondary Education, Pretests Posttests, Program Implementation, Questionnaires, Surveys, Teacher Education Programs, Teacher Educators, Technology Uses in Education, United Kingdom, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096064, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {127--142}, } @article{king_moocs_2018, title = {{MOOCs} and {OER} in the {Global} {South}: {Problems} and {Potential}}, volume = {19}, issn = {1492-3831}, shorttitle = {{MOOCs} and {OER} in the {Global} {South}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/3742}, doi = {10.19173/irrodl.v19i5.3742}, abstract = {This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.}, language = {en}, number = {5}, urldate = {2020-08-14}, journal = {The International Review of Research in Open and Distributed Learning}, author = {King, Monty and Pegrum, Mark and Forsey, Martin}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i5.3742 2129771:C5WKCYGM}, keywords = {\_\_C:filed:1}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, volume = {16}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, issn = {14923831}, shorttitle = {{MOOCs} and the claim of education for all}, url = {http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1}, doi = {10.19173/irrodl.v16i6.2033}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, number = {6}, urldate = {2016-09-27}, journal = {International Review of Research in Open and Distance Learning}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 4804264:4EYU4CBF}, keywords = {Access to education, Digital Divide, Distance learning, Education, Final\_citation, MOOCs, Socioeconomic factors, cited, existing}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, volume = {16}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, issn = {14923831}, shorttitle = {{MOOCs} and the claim of education for all}, url = {http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1}, doi = {10.19173/irrodl.v16i6.2033}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, number = {6}, urldate = {2016-09-27}, journal = {International Review of Research in Open and Distance Learning}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 2129771:49G4433U 2129771:X3FHYJG2 2339240:TMLV4IRN}, keywords = {Access to education, Digital Divide, Distance learning, Education, MOOCs, Socioeconomic factors}, } @techreport{wang_moocs_2018, address = {Beijing, China}, title = {{MOOCs} as an alternative for teacher professional development: examining learner persistence in one {Chinese} {MOOC}}, shorttitle = {{MOOCs} as an alternative for teacher professional development}, institution = {Peking University}, author = {Wang, Qiong and Chen, Bodong and Fan, Yizhou and Zhang, Guogang}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JMRYTFIW}, keywords = {Final\_citation, cited, existing}, } @techreport{wang_moocs_2018, address = {Beijing, China}, title = {{MOOCs} as an alternative for teacher professional development: examining learner persistence in one {Chinese} {MOOC}}, copyright = {Creative Commons Attribution 4.0 International License: https://creativecommons.org/licenses/by/4.0/.}, url = {http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf}, abstract = {Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15\% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.}, institution = {Peking University}, author = {Wang, Qiong and Chen, Bodong and Fan, Yizhou and Zhang, Guogang}, year = {2018}, note = {Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2534378:KW6CG8KS 2534378:WIIQZEB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425977, \_\_finaldtb, tpdsysrev\_potential\_duplicate, ⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:Q6LYIDRK}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, url = {https://repository.upenn.edu/literacyorg_articles/6}, abstract = {The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M and Lee, Jinsol and Zahra, Fatima T and Wagner, Daniel A}, year = {2015}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {35--42}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, doi = {10.22550/rep75-1-2017-07}, language = {en-US}, number = {266}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B. M. and Byabazaire, J.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 4804264:QV4N7I5C}, keywords = {Final\_citation, cited, existing}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10/ggddgs 2339240:MR2W67VK 2534378:WLCXEHHM Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, pages = {121--141}, } @article{kayal_moocs_2020, title = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}: {The} {Indian} {Scenario}}, volume = {57}, shorttitle = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}}, doi = {10.17821/srels/2020/v57i2/151966}, number = {2}, journal = {SRELS Journal of Information Management}, author = {Kayal, Soumen and Kayal, Baisakhi Das}, year = {2020}, note = {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}, pages = {107--112}, } @misc{murray_moocs_2019, title = {Moocs struggle to lift rock-bottom completion rates}, url = {https://www.ft.com/content/60e90be2-1a77-11e9-b191-175523b59d1d}, abstract = {Business schools are using nudge methods and peer learning to keep students’ attention}, language = {en-GB}, urldate = {2020-01-19}, journal = {Financial Times}, author = {Murray, Seb}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:3IJRM2VQ 4804264:9EUYWKHT}, keywords = {Final\_citation, cited, existing}, } @article{emanuel_moocs_2013, title = {{MOOCs} taken by educated few}, volume = {503}, copyright = {2013 Nature Publishing Group, a division of Macmillan Publishers Limited. All Rights Reserved.}, issn = {1476-4687}, url = {https://www.nature.com/articles/503342a}, doi = {10.1038/503342a}, abstract = {Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.}, language = {en}, number = {7476}, urldate = {2020-01-19}, journal = {Nature}, author = {Emanuel, Ezekiel J.}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/503342a 2486141:NABHA8CX 4804264:TDMT9N66}, keywords = {Final\_citation, cited, existing}, pages = {342--342}, } @inproceedings{han_more_2020, address = {Suzhou, China}, title = {More {Data}, {More} {Relations}, {More} {Context} and {More} {Openness}: {A} {Review} and {Outlook} for {Relation} {Extraction}}, shorttitle = {More {Data}, {More} {Relations}, {More} {Context} and {More} {Openness}}, url = {https://aclanthology.org/2020.aacl-main.75}, abstract = {Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.}, urldate = {2024-02-24}, booktitle = {Proceedings of the 1st {Conference} of the {Asia}-{Pacific} {Chapter} of the {Association} for {Computational} {Linguistics} and the 10th {International} {Joint} {Conference} on {Natural} {Language} {Processing}}, publisher = {Association for Computational Linguistics}, author = {Han, Xu and Gao, Tianyu and Lin, Yankai and Peng, Hao and Yang, Yaoliang and Xiao, Chaojun and Liu, Zhiyuan and Li, Peng and Zhou, Jie and Sun, Maosong}, editor = {Wong, Kam-Fai and Knight, Kevin and Wu, Hua}, month = dec, year = {2020}, pages = {745--758}, } @inproceedings{garrett_more_2020, address = {New York NY USA}, title = {More {Than} "{If} {Time} {Allows}": {The} {Role} of {Ethics} in {AI} {Education}}, isbn = {978-1-4503-7110-0}, shorttitle = {More {Than} "{If} {Time} {Allows}"}, url = {https://dl.acm.org/doi/10.1145/3375627.3375868}, doi = {10.1145/3375627.3375868}, language = {en}, urldate = {2024-02-24}, booktitle = {Proceedings of the {AAAI}/{ACM} {Conference} on {AI}, {Ethics}, and {Society}}, publisher = {ACM}, author = {Garrett, Natalie and Beard, Nathan and Fiesler, Casey}, month = feb, year = {2020}, pages = {272--278}, } @article{ajadi_morphing_2012, title = {'{Morphing} the {Rules}: {Advanced} {Applications} of {Mud} in {Nigerian} {Buildings}'}, volume = {1}, language = {en}, journal = {Procs 4th West Africa Built Environment Research (WABER}, author = {Ajadi, S.B.}, editor = {Laryea, S. and Agyepong, S.}, year = {2012}, keywords = {⛔ No DOI found}, pages = {163--175}, } @techreport{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/ZQCX7TX3}, abstract = {To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40\% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40\% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.}, language = {en}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.5651994}, note = {ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2129771:NIZWUC2L 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3}, keywords = {Author:OpenDevEd, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:AddedByZotZen, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2129771:KYDTS9PR 2405685:E65E8VY5}, keywords = {Author:OpenDevEd, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{horton_motor_2023, chapter = {Environment}, title = {Motor emissions could have fallen by over 30\% without {SUV} trend, report says}, issn = {0261-3077}, url = {https://www.theguardian.com/environment/2023/nov/24/motor-emissions-could-have-fallen-without-suv-trend-report}, abstract = {Global fall averaged 4.2\% between 2010 and 2022 but would have been far more if vehicle sizes stayed same}, language = {en-GB}, urldate = {2023-11-24}, journal = {The Guardian}, author = {Horton, Helena and reporter, Helena Horton Environment}, month = nov, year = {2023}, keywords = {Automotive emissions, Automotive industry, Business, Carbon footprints, Environment, Greenhouse gas emissions, Motoring, Pollution, World news}, } @article{sancho-gil_moving_2019, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {0}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {0}, urldate = {2020-01-23}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = sep, year = {2019}, note = {EdTechHub.Source: 2405685:Q2EVH3HK KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:WW9JKI74 2405685:Q2EVH3HK 503888:KMSWRW3A}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {1--15}, } @article{twining_moving_2013, title = {Moving education into the digital age: the contribution of teachers’ professional development}, volume = {29}, issn = {1365-2729}, shorttitle = {Moving education into the digital age: the contribution of teachers’ professional development}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031}, doi = {10.1111/jcal.12031}, abstract = {This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.}, language = {en}, number = {5}, journal = {Journal of Computer Assisted Learning}, author = {Twining, P. and Raffaghelli, J. and Albion, P. and Knezek, D.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 10/f5f8ts 2129771:FBUXBCTH 2405685:AQTVKM4U 2534378:DKXRGCIE 2534378:NESJ6YZV 261495:GWAQTR9F}, keywords = {ICT, IT, digital age, policy recommendations, practitioner research, teacher professional development, transformation}, pages = {426--437}, } @inproceedings{herrington_moving_1999, title = {Moving from an {Instructivist} to a {Constructivist} {Multimedia} {Learning} {Environment}}, isbn = {978-1-880094-35-8}, url = {https://www.learntechlib.org/primary/p/17411/}, abstract = {This paper describes the transformation of a multimedia program, designed to teach research skills to business students, from one based on an 'instructivist' model to one underpinned with a constructivist philosophy. The revised program uses the theory of situated learning as a framework for the instructional design, and introduces elements such as authentic context, an authentic activity, collaboration, and opportunities for articulation and reflection, into the learning environment.}, language = {en}, urldate = {2020-09-09}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Herrington, Jan and Standen, Peter}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:73YL8BCS 2486141:MNTEK2CD}, pages = {132--137}, } @article{ejuu_moving_2016, title = {Moving in circles along a straight path: {The} elusiveness of inclusive education in early childhood development in {Uganda}}, volume = {2}, shorttitle = {Moving in circles along a straight path}, number = {1}, journal = {Journal of Childhood \& Developmental Disorders}, author = {Ejuu, G.}, year = {2016}, keywords = {⛔ No DOI found}, pages = {2472--1786}, } @article{asim_moving_nodate, title = {Moving {Teachers} to {Malawi}’s {Remote} {Communities}: {A} {Data}-{Driven} {Approach} to {Teacher} {Deployment}}, language = {en}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VSWE6JMG 4556019:ZPRX465S}, keywords = {❓ Multiple DOI}, pages = {42}, } @techreport{asim_moving_2017, type = {World {Bank} {Policy} {Report}}, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = nov, year = {2017}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, } @article{asim_moving_2019, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, volume = {65}, issn = {0738-0593}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318300555}, doi = {10.1016/j.ijedudev.2018.12.002}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = mar, year = {2019}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26--43}, } @article{oconnor_moving_2018, title = {Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of {International} {Collaboration} for the {Automation} of {Systematic} {Reviews} ({ICASR})}, volume = {7}, issn = {2046-4053}, shorttitle = {Moving toward the automation of the systematic review process}, url = {https://doi.org/10.1186/s13643-017-0667-4}, doi = {10.1186/s13643-017-0667-4}, abstract = {The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {O’Connor, Annette M. and Tsafnat, Guy and Gilbert, Stephen B. and Thayer, Kristina A. and Wolfe, Mary S.}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-017-0667-4 2129771:MNTUDBIE 2486141:JAPM2NW5 2486141:ZR6ZFZ5N}, keywords = {Automation, Data abstraction, Data extraction, Evidence synthesis, Priority ranking, Systematic review, Tools}, pages = {3}, } @inproceedings{kotze_moving_2018, title = {Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in {South} {Africa}}, shorttitle = {Moving towards cost-effective delivery models of teacher coaching}, author = {Kotze, Janeli and Taylor, Stephen and Fleisch, Brahm}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CYFMBDXH}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @inproceedings{kotze_moving_2018, title = {Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf}, abstract = {Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.}, author = {Kotze, Janeli and Taylor, Stephen and Fleisch, Brahm}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425920, \_\_finaldtb, ⛔ No DOI found}, } @techreport{wolfenden_moving_2017, title = {Moving towards more participatory practice with {Open} {Educational} {Resources} ({OER}): {TESS}-{India} {Academic} {Review}}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, language = {EN}, institution = {The Open University}, author = {Wolfenden, Freda and Adinolfi, Lina and Cross, Simon and Lee, Clare and Paranjpe, Sandhya and Safford, Kimberly}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LPSSUF97 2405685:GFP5DZJS 2405685:J2QYZC4N 2534378:H6UD8JMP}, keywords = {C: India, \_C:India IND, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26}, } @misc{noauthor_mpra_paper_99641pdf_nodate, title = {{MPRA}\_paper\_99641.pdf}, url = {https://mpra.ub.uni-muenchen.de/99641/1/MPRA_paper_99641.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D42NYGQA}, } @misc{government_of_mauritius_mqa_2001, title = {{MQA} {Act} nº42, 2001 - {Mauritius} {Qualifications} {Authority} {Act}}, language = {English}, author = {{Government of Mauritius}}, year = {2001}, note = {UA-a71a4b38-886d-42aa-bf61-228abd0e2f34 KerkoCite.ItemAlsoKnownAs: 2129771:MLBTYZXW 2317526:DNFEL7ZY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Mauritius, publicImportV1}, } @article{ali_multi-criteria_2018, title = {Multi-{Criteria} {Decision} {Analysis} for {Primary} {School} {Site} {Selection} in {Al}-{Mahaweel} district {Using} {GIS} {Technique}}, volume = {16}, abstract = {Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 \% of the study area is suitable for a primary school site, 73\% moderately suitable, and 9\% of the study area under unsuitable.}, language = {en}, author = {Ali, Khalid Ahmed}, year = {2018}, pages = {9}, } @inproceedings{liu_multi-stage_2022, address = {Dublin, Ireland}, title = {Multi-{Stage} {Prompting} for {Knowledgeable} {Dialogue} {Generation}}, url = {https://aclanthology.org/2022.findings-acl.104}, doi = {10.18653/v1/2022.findings-acl.104}, abstract = {Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8\% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10\% and 5\%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10\%, and response relevance, knowledgeability and engagement by up to 10\%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.}, urldate = {2024-02-24}, booktitle = {Findings of the {Association} for {Computational} {Linguistics}: {ACL} 2022}, publisher = {Association for Computational Linguistics}, author = {Liu, Zihan and Patwary, Mostofa and Prenger, Ryan and Prabhumoye, Shrimai and Ping, Wei and Shoeybi, Mohammad and Catanzaro, Bryan}, editor = {Muresan, Smaranda and Nakov, Preslav and Villavicencio, Aline}, month = may, year = {2022}, pages = {1317--1337}, } @book{mulkeen_multigrade_2009, title = {Multigrade teaching in sub-{Saharan} {Africa}: lessons from {Uganda}, {Senegal}, and the {Gambia}}, shorttitle = {Multigrade teaching in sub-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Higgins, Cathal}, year = {2009}, } @incollection{hasler_multimedia_2007, title = {Multimedia}, copyright = {All rights reserved}, booktitle = {Web {Design} {Guidelines} for {Low} {Bandwidth}}, publisher = {Aptivate}, author = {Haßler, Björn}, year = {2007}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:FUPRKWMG}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @incollection{mayer_multimedia_2011, address = {Charlotte, NC, US}, title = {Multimedia learning and games}, isbn = {978-1-61735-408-3 978-1-61735-409-0 978-1-61735-410-6}, abstract = {Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved)}, booktitle = {Computer games and instruction}, publisher = {IAP Information Age Publishing}, author = {Mayer, Richard E.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L8PYMRMK 2486141:K8YPAUV4}, keywords = {Computer Games, Learning, Multimedia, Research and Development}, pages = {281--305}, } @article{fjortoft_multimodal_2020, title = {Multimodal digital classroom assessments}, doi = {10.1016/j.compedu.2020.103892}, journal = {Computers \& Education}, author = {Fjørtoft, Henning}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103892 2129771:C5KU3694}, keywords = {\_\_C:filed:1}, pages = {103892}, } @article{jewitt_multimodality_2008, title = {Multimodality and {Literacy} in {School} {Classrooms}}, volume = {32}, doi = {10.3102/0091732x07310586}, number = {1}, urldate = {2021-03-29}, journal = {Review of Research in Education}, author = {Jewitt, Carey}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0091732x07310586 2129771:FMDQ4M6S}, pages = {241--267}, } @misc{holsberg_multiple_2012, title = {Multiple {Agency} {Coordination} in {Emergency} {Response}}, url = {https://www.emergency-response-planning.com/blog/bid/53883/multiple-agency-coordination-in-emergency-response}, abstract = {When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.}, language = {en-us}, urldate = {2020-07-27}, author = {Holsberg, Melissa}, year = {2012}, note = {Library Catalog: www.emergency-response-planning.com KerkoCite.ItemAlsoKnownAs: 2129771:C2XXYYBN}, } @incollection{niu_multiple_2023, address = {Cham}, title = {Multiple {Users}’ {Experiences} of an {AI}-{Aided} {Educational} {Platform} for {Teaching} and {Learning}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_13}, abstract = {This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Niu, Shuanghong Jenny and Li, Xiaoqing and Luo, Jiutong}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_13}, keywords = {AI-aided educational platform, Artificial intelligence (AI), Multiple perspectives, Teaching and learning}, pages = {215--231}, } @incollection{noauthor_museums_1994, title = {Museums and sites: cultures of the past within education—{Zimbabwe}, some ten years on}, isbn = {978-0-203-20407-8}, shorttitle = {Museums and sites}, abstract = {This chapter investigates questions surrounding education about the past in what, to some, may appear to be an unusual way. It starts from the work of an outstandingly gifted group of people—Zimbabwean archaeologists and administrators as well as foreign consultants—working for, or with, the National Museums and Monuments Service of Zimbabwe (hereafter, NMMZ). This group is currently concerned with the protection of Zimbabwe's archaeological past, and the facilitation of education about that past.}, booktitle = {The {Presented} {Past}}, publisher = {Routledge}, year = {1994}, note = {Num Pages: 46 KerkoCite.ItemAlsoKnownAs: 2129771:LDUN8NYD 4502395:DCM77ZTS}, } @article{noauthor_muslim_2014, title = {Muslim {Women} and {The} {Balancing} {Act}: {Planning} and {Time} {Management} to the {Rescue}}, volume = {8}, language = {en}, number = {2}, journal = {Journal of Policy and Development Studies}, year = {2014}, } @misc{mwabu_mwabu_nodate, title = {Mwabu: where teaching meets technology}, shorttitle = {Mwabu}, url = {https://mwabu.com/}, abstract = {Interactive learning for primary English, Maths and Science, supporting teachers and learners in sub-saharan Africa.}, language = {en}, urldate = {2022-04-17}, author = {{Mwabu}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LT8RI2KC}, } @misc{noauthor_my_nodate, title = {My {School} {Today}}, url = {https://sdgstoday.org/myschooltoday}, abstract = {The My School Today! call to action aims to support students and local communities to geo-reference their schools and education facilities as part of an effort to promote timely information on school locations in Africa.}, language = {en}, urldate = {2021-11-11}, journal = {SDGs Today}, } @techreport{butt_narrowing_2013, type = {Conference proceedings}, title = {Narrowing the {Digital} {Divide} a case study of “learning by doing” approach to narrowing the {Digital} {Divide} in {East} {Africa} ({Kenya}) by {Dubai} {Women}'s {College} students}, url = {https://ieeexplore.ieee.org/abstract/document/6749487/}, abstract = {It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.}, language = {en}, author = {Butt, Z and Chaudhri, AA and Nassiri, N}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UA9KC9S9 2317526:ALC3S6WJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:learning, F:women, P:economy, Q:digital divide, Q:digital technology, R:case study, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{noauthor_national_nodate, title = {National {Accreditation} {Board} {Act} {No}. 744}, url = {http://nab.gov.gh/images/NATIONAL-ACCREDITATION-BOARDACT2007.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HBUAUEXL}, } @article{alegana_national_2018, title = {National and sub-national variation in patterns of febrile case management in sub-{Saharan} {Africa}}, volume = {9}, copyright = {2018 The Author(s)}, issn = {2041-1723}, url = {https://www.nature.com/articles/s41467-018-07536-9}, doi = {10.1038/s41467-018-07536-9}, abstract = {Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50\% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.}, language = {en}, number = {1}, urldate = {2021-03-18}, journal = {Nature Communications}, author = {Alegana, Victor A. and Maina, Joseph and Ouma, Paul O. and Macharia, Peter M. and Wright, Jim and Atkinson, Peter M. and Okiro, Emelda A. and Snow, Robert W. and Tatem, Andrew J.}, month = nov, year = {2018}, note = {Number: 1 Publisher: Nature Publishing Group}, pages = {4994}, } @misc{noauthor_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations}}, url = {https://www.nabptex.gov.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TQVB9ALJ}, } @misc{government_of_ghana_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations}}, url = {https://nabptex.gov.gh/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L2WXZ66F 2317526:T3ZGQGLK}, } @misc{noauthor_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations} {Act} {No}. 492}, url = {https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F2J2VCZC}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education}}, url = {https://net.nbte.gov.ng/}, urldate = {2020-08-02}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:XMCFZLGU}, } @misc{government_of_nigeria_national_nodate, title = {National {Board} for {Technical} {Education}}, url = {https://net.nbte.gov.ng/}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-606454a0-501b-4320-9d59-0dc1d54bf7db KerkoCite.ItemAlsoKnownAs: 2129771:BM7QH673 2317526:KNABBECI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1, tVET Key\_institution}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Board-for-Technical-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7H9QYQB2}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} {Establishment} {Act}}, url = {https://net.nbte.gov.ng/nbte%20act}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SBERHW6W}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} (institutions)}, url = {https://net.nbte.gov.ng/accredited%20institutions}, urldate = {2020-08-04}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:8ZTFP8BJ}, } @misc{noauthor_national_nodate, title = {National {Business} and {Technical} {Examinations} {Board} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Business-and-Technical-Examination-Board-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SJAEFIRT}, } @misc{noauthor_national_nodate, title = {National {Centre} for {Women} {Development} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Centre-for-Women-Development-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DHA2QHYD}, } @misc{noauthor_national_nodate, title = {National {Commission} for {Colleges} of {Education}}, url = {http://www.ncceonline.edu.ng/}, urldate = {2020-08-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZJDMQ62S}, } @misc{noauthor_national_nodate, title = {National {Commission} for {Colleges} of {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Commission-for-Colleges-of-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QWVEX878}, } @misc{noauthor_national_nodate, title = {National {Council} for {Tertiary} {Education}}, url = {https://ncte.edu.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VWPWPBBL}, } @misc{government_of_botswana_national_2016, title = {National {Credit} and {Qualifications} {Framework}}, url = {https://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf}, urldate = {2018-12-09}, author = {{Government of Botswana}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RZIN9I4 2317526:SXN7LTXV}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, Qualification Framework, publicImportV1}, } @misc{noauthor_national_2023, title = {National {Digital} {Literacy} {Framework}}, url = {https://www.google.com/url?q=https://ict.go.ke/digital-literacy-programmedlp/&sa=D&source=docs&ust=1705055973568626&usg=AOvVaw0UiZhzvgbLNxHUVBjfUh71}, urldate = {2023-01-12}, publisher = {National Information Technology Development Agency}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQP4CVV8 5242966:Q6ZU5C3F}, } @misc{national_information_technology_development_agency_national_2023, title = {National {Digital} {Literacy} {Framework}}, url = {https://nitda.gov.ng/wp-content/uploads/2023/07/Digital-Literacy-Framework.pdf}, author = {{National Information Technology Development Agency}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RQBLIA6Q 5242966:9JFB76NA}, } @techreport{ministry_of_education_youth_and_sports_sierra_leone_national_2010, title = {National {Education} {Policy}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Youth {and} Sports (Sierra Leone)}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VDJZCK59 2405685:YLXI3EW2}, } @techreport{malawi_ministry_of_education_national_2020, title = {National {Education} {Sector} {Investment} {Plan} 2020-2030}, url = {https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf}, urldate = {2023-08-28}, author = {{Malawi Ministry of Education}}, year = {2020}, } @book{ministry_of_education_moe_national_2014, address = {Nairobi}, title = {National {Education} {Sector} {Plan}, volume one: {Basic} {Education} {Programme}, rationale and approach, 2013/2014–2017/2018}, url = {http://www.globalpartnership.org/content/education-sector-plan-2013-2018-kenya.}, publisher = {MoE}, author = {Ministry of Education (MoE), Republic of Kenya}, year = {2014}, } @techreport{government_of_kenya_national_nodate, title = {National {Education} {Sector} {Strategic} {Plan} for the {Period} 2018 - 2022}, url = {https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf}, urldate = {2021-07-16}, author = {{Government of Kenya}}, } @misc{government_of_malawi_national_2015, title = {National {Education} {Standards} - primary and secondary education}, url = {http://www.education.gov.mw/phocadownload/NATIONAL%20EDUCATION%20STANDARS.pdf}, language = {English}, urldate = {2018-12-07}, author = {{Government of Malawi}}, year = {2015}, note = {UA-a102ca97-c919-4c5e-8762-6d9522ed1b77 KerkoCite.ItemAlsoKnownAs: 2129771:8E5PPF7X 2317526:PRMLTNFC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Malawi, Qualification Framework, publicImportV1}, } @techreport{noauthor_national_2017, address = {Tanzania}, title = {National {Frequency} {Allocation} {Table} 2017\_1622727105.pdf}, url = {https://www.tcra.go.tz/uploads/text-editor/files/National%20Frequency%20Allocation%20Table%202017_1622727105.pdf}, urldate = {2023-05-07}, year = {2017}, } @techreport{ministry_of_education_national_2020, title = {National guidelines for school re-entry in early learning and basic education}, url = {https://knowledgecommons.popcouncil.org/departments_sbsr-rh/1323}, language = {en}, urldate = {2021-07-16}, institution = {Population Council}, author = {{Ministry of Education}}, month = dec, year = {2020}, doi = {10.31899/rh14.1050}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E5SL84PN 2129771:UNIYDIXY}, } @techreport{ministry_of_information_and_communications_national_2009, title = {National {ICT} {Policy} of {Sierra} {Leone}}, url = {https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Information and Communications}}, month = oct, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZGPWB7P4 2339240:GI5IQFVY 2405685:BVA56A3C}, keywords = {\_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {63}, } @misc{noauthor_national_nodate, title = {National {Industrial} {Training} {Act} {No}. 12}, url = {http://www.kenyalaw.org/lex/actview.xql?actid=CAP.%20237}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XDJZC2XM}, } @misc{government_of_kenya_national_nodate, title = {National {Industrial} {Training} {Authority}}, url = {https://www.nita.go.ke/}, abstract = {The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country.}, urldate = {2018-12-09}, author = {{Government of Kenya}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XPAQ4IJ8 2317526:4Y8JZBG4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Industrial Training Institutes, publicImportV1}, } @misc{noauthor_national_nodate, title = {National {Industrial} {Training} {Standards}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M9NZK3ZJ}, } @misc{government_of_kenya_national_2015, title = {National {Industrial} {Training} {Standards}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49}, language = {en}, urldate = {2018-09-11}, author = {{Government of Kenya}}, year = {2015}, note = {UA-7a3601b7-cd04-42c0-8a72-3405e7a31140 KerkoCite.ItemAlsoKnownAs: 2129771:KVKDBW9A 2317526:HYXNDWY2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @article{lundvall_national_2007, title = {National innovation systems—analytical concept and development tool}, volume = {14}, doi = {10.1080/13662710601130863}, number = {1}, journal = {Industry and innovation}, author = {Lundvall, Bengt-Åke}, year = {2007}, note = {Publisher: Taylor \& Francis}, pages = {95--119}, } @article{glasgow_national_2012, title = {National {Institutes} of {Health} approaches to dissemination and implementation science: current and future directions}, volume = {102}, shorttitle = {National {Institutes} of {Health} approaches to dissemination and implementation science}, doi = {10.2105/AJPH.2012.300755}, number = {7}, journal = {American journal of public health}, author = {Glasgow, Russell E. and Vinson, Cynthia and Chambers, David and Khoury, Muin J. and Kaplan, Robert M. and Hunter, Christine}, year = {2012}, note = {Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2012.300755 2129771:BSH37JJB}, pages = {1274--1281}, } @misc{uwezo_kenya_national_2014, title = {National {Learning} {Assessment} 2014 test {Booklet}}, url = {http://www.uwezo.net/wp-content/uploads/2016/06/2014-TEST-BOOKLET-Final.pdf}, urldate = {2021-03-12}, publisher = {Twaweza}, author = {{Uwezo Kenya}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KPYQNRZT 2486141:BRK2CASN}, } @misc{noauthor_national_nodate, title = {National {Occupational} {Standards}}, url = {https://net.nbte.gov.ng/nos}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7HMTSCBI}, } @misc{government_of_south_africa_national_2015, title = {National {Policy} on {Community} {Education} and {Training} {Colleges}}, language = {en}, author = {{Government of South Africa}}, year = {2015}, note = {UA-c934d266-f205-45a0-a9e3-e144ec21abcf KerkoCite.ItemAlsoKnownAs: 2129771:S5XPV9GQ 2317526:SLS2TTI3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @misc{government_of_botswana_national_1997, title = {National {Policy} on {Vocational} {Education} and {Training}}, language = {English}, urldate = {2018-11-29}, author = {{Government of Botswana}}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9D3VNBSQ 2317526:GMIZB2GW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @article{leasure_national_2020, title = {National population mapping from sparse survey data: {A} hierarchical {Bayesian} modeling framework to account for uncertainty}, volume = {117}, copyright = {Copyright © 2020 the Author(s). Published by PNAS.. https://creativecommons.org/licenses/by/4.0/This open access article is distributed under Creative Commons Attribution License 4.0 (CC BY).}, issn = {0027-8424, 1091-6490}, shorttitle = {National population mapping from sparse survey data}, url = {https://www.pnas.org/content/117/39/24173}, doi = {10.1073/pnas.1913050117}, abstract = {Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43\% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making.}, language = {en}, number = {39}, urldate = {2021-03-18}, journal = {Proceedings of the National Academy of Sciences}, author = {Leasure, Douglas R. and Jochem, Warren C. and Weber, Eric M. and Seaman, Vincent and Tatem, Andrew J.}, month = sep, year = {2020}, pmid = {32929009}, note = {Publisher: National Academy of Sciences Section: Social Sciences}, keywords = {Bayesian statistics, demography, geographic information systems, international development, remote sensing}, pages = {24173--24179}, } @misc{noauthor_national_nodate, title = {National {Skills} {Qualification}}, url = {https://net.nbte.gov.ng/nsq}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VU7BTA87}, } @techreport{mofpepd_national_2019, title = {National {Sustainable} {Development} {Plan}-2020-2035}, url = {https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf}, urldate = {2020-11-13}, institution = {Ministry of Finance, Planning, Economic, and Physical Development}, author = {{MoFPEPD}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TY6BYVPE 2486141:VVA2BZRF}, } @misc{national_plan_secretariat_national_2019, title = {National {Sustainable} {Development} {Plan} 2020-2035}, url = {https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf}, language = {English}, publisher = {Ministry of Finance, Planning, Economic, and Physical Development, Grenada}, author = {{National Plan Secretariat}}, year = {2019}, keywords = {\_publish}, } @article{lundvall_national_1992, title = {National systems of innovation: towards a theory of innovation and interactive learning}, shorttitle = {National systems of innovation}, author = {Lundvall, Bengt-Ake}, year = {1992}, note = {Publisher: London Pinter}, keywords = {⛔ No DOI found}, } @article{lundvall_national_2002, title = {National systems of production, innovation and competence building}, volume = {31}, doi = {10.1016/S0048-7333(01)00137-8}, number = {2}, journal = {Research policy}, author = {Lundvall, Bengt-Åke and Johnson, Björn and Andersen, Esben Sloth and Dalum, Bent}, year = {2002}, note = {Publisher: Elsevier}, pages = {213--231}, } @misc{eef_national_2021, title = {National {Tutoring} {Programme}: {Nimble} {RCTs}}, shorttitle = {National {Tutoring} {Programme}}, url = {https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/national-tutoring-programme-nimble-rcts}, abstract = {The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.}, language = {en}, urldate = {2022-12-28}, journal = {EEF}, author = {EEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:2ZRSS79A}, keywords = {Final\_citation, cited, existing}, } @misc{noauthor_natural_nodate, title = {Natural ventilation modelling}, url = {https://designbuilder.co.uk/helpv2/Content/_Natural_ventilation_modelling.htm}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RIDPGJ7I 4682641:IDDSZU6D}, } @misc{noauthor_naturalcooling_nodate, title = {{NaturalCooling} - {Education}}, url = {https://naturalcooling.co.uk/education}, abstract = {a training opportunity focused on the application of sustainable architecture, from urban to product scale, from developing to advanced communities.}, language = {en-US}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M3TP58PS 4682641:5LTLJTBB}, } @misc{noauthor_naturalcooling_nodate, title = {{NaturalCooling} - {Optivent}}, url = {https://naturalcooling.co.uk/optivent}, abstract = {a natural ventilation steady-state calculation tool for the early design stage of buildings}, language = {en-US}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L35XP58Y 4682641:C75T2HJK}, } @article{simiyu_nature_2012, title = {Nature and type of government and {NGO} interventions in curbing unemployment and underemployment of urban youth in {Kenya}}, volume = {3}, issn = {2141-6990}, url = {https://journals.co.za/content/sl_jeteraps/3/5/EJC127683}, abstract = {This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.}, language = {en}, number = {5}, urldate = {2020-02-02}, journal = {Journal of Emerging Trends in Educational Research and Policy Studies}, author = {Simiyu, John and Sambu, Lenah}, month = oct, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JXJI9ZDS 2317526:SGVYM5KD}, keywords = {⛔ No DOI found}, pages = {730--736}, } @mastersthesis{lambert_nature_2009, title = {Nature island tourism: {Applying} an eco-tourism sustainability framework to the island of {Dominica}}, shorttitle = {Nature island tourism}, school = {University of Waterloo}, author = {Lambert, Esther}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QEPJCMLV}, } @techreport{mcburnie_navigating_2021, type = {Working {Paper}}, title = {Navigating the ‘{Data} {Revolution}’: {A} {Case} {Study} on the {One} {Tablet} {Per} {School} {Programme} in {Sierra} {Leone}}, shorttitle = {Navigating the ‘{Data} {Revolution}’}, url = {https://docs.edtechhub.org/lib/FEXGB4IJ}, number = {12}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = feb, year = {2021}, doi = {10.5281/zenodo.4430545}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 2129771:4LIQQUDW 2129771:5UVWHG6S 2129771:VFG8KQPH 2339240:94IZR4ET 2339240:TST2YB8H 2405685:FEXGB4IJ 2405685:ZGYUEEZQ 4426965:S8FRGESP}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_cover:v3, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{government_of_ghana_nbptex_1994, title = {{NBPTEX} {Act} nº492, 1994 - {The} {National} {Board} for {Professional} and {Technician} {Examinations} {Act}}, url = {https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf}, language = {English}, urldate = {2018-11-30}, author = {Government of Ghana}, year = {1994}, note = {UA-0b9591e0-2063-40ec-bf88-5f5824f5a423 KerkoCite.ItemAlsoKnownAs: 2129771:Y2TGY3TI 2317526:5C3DK4YC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @misc{noauthor_ncce_nodate, title = {{NCCE}}, url = {http://www.ncceonline.edu.ng/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q7YP7RM2}, } @techreport{noauthor_ncovsitrep03jul2020-engpdf_nodate, title = {{nCoVsitrep03Jul2020}-eng.pdf}, url = {https://apps.who.int/iris/bitstream/handle/10665/333143/nCoVsitrep03Jul2020-eng.pdf}, urldate = {2020-07-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZF9SR5AI}, } @misc{ridde_need_2016, title = {Need for more and better implementation science in global health}, publisher = {BMJ Specialist Journals}, author = {Ridde, Valéry}, year = {2016}, note = {Issue: 2 Pages: e000115 Publication Title: BMJ Global Health Volume: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ECPJ5N9A}, } @techreport{unesco_needs_2021, title = {Needs assessment: {Current} state of {Comprehensive} {Sexual} {Education} for {Young} {People} with {Disabilities} in the {East} and {Southern} {African} region.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380376?locale=en}, urldate = {2023-08-28}, author = {{UNESCO}}, year = {2021}, } @article{ayodele_ajani_needs_2018, title = {Needs for {In}-service {Professional} {Development} of {Teachers} to {Improve} {Students}’ {Academic} {Performance} in {Sub}-{Saharan} {Africa}}, volume = {09}, issn = {21516200}, url = {https://www.omicsonline.org/open-access/needs-for-inservice-professional-development-of-teachers-to-improve-students8217-academic-performance-in-subsaharan-africa-2151-6200-1000330-99235.html}, doi = {10.4172/2151-6200.1000330}, number = {02}, urldate = {2023-03-11}, journal = {Arts and Social Sciences Journal}, author = {Ayodele Ajani, Oluwatoyin}, year = {2018}, } @article{khan_neev_2019, title = {{NEEV}: {An} education informational chatbot}, volume = {6}, shorttitle = {{NEEV}}, number = {4}, journal = {International Research Journal of Engineering and Technology}, author = {Khan, Aysha and Ranka, Sakshi and Khakare, Chaitali and Karve, Subodh}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QVVW8L3S 2129771:RZ7TII8G}, keywords = {⛔ No DOI found}, pages = {492--495}, } @article{ashraf_negotiating_2020, title = {Negotiating a {Better} {Future}: {How} {Interpersonal} {Skills} {Facilitate} {Intergenerational} {Investment}*}, volume = {135}, issn = {0033-5533, 1531-4650}, shorttitle = {Negotiating a {Better} {Future}}, url = {https://academic.oup.com/qje/article/135/2/1095/5698825}, doi = {10.1093/qje/qjz039}, abstract = {Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.}, language = {en}, number = {2}, urldate = {2022-04-19}, journal = {The Quarterly Journal of Economics}, author = {Ashraf, Nava and Bau, Natalie and Low, Corinne and McGinn, Kathleen}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz039 2129771:83GHHZII}, pages = {1095--1151}, } @misc{african_union_development_agency_nepad_nodate, title = {{NEPAD}}, url = {https://www.nepad.org/}, urldate = {2020-08-07}, author = {African Union Development Agency}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BT7FT9XI}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3804380}, note = {EdTechHub.Source: 2405685:UXQG7GRG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 2129771:X82WTVD8 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:UXQG7GRG}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Nepal, F: Helpdesk response, LP: English, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Liberia LBR, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Singapore SGP, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @inproceedings{eicker_networked_2017, title = {Networked shaping–a perspective for international vocational education and further education of vocational educators}, booktitle = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Eicker, Friedhelm and Fiedler, Kai-Arne and Haseloff, Gesine}, editor = {Kaiser, Franz and Krugmann, Susann}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RJTR79C4 2317526:GNXQ6U6Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @article{huberman_networks_1995, title = {Networks {That} {Alter} {Teaching}: conceptualizations, exchanges and experiments}, volume = {1}, issn = {1354-0602, 1470-1278}, shorttitle = {Networks {That} {Alter} {Teaching}}, url = {https://www.tandfonline.com/doi/full/10.1080/1354060950010204}, doi = {10.1080/1354060950010204}, abstract = {Professional development' has become a password to a variety of activities ranging from self-directed experimentation in the classroom tofull-blown research projects with peers and, occasionally, with external sources of expertise. From its initial, more restrictive and individual sense of in-service training, it has taken on institutional, even systemic dimensions, and has been identified as a pre-condition for thorough-going school reform. Even in its present form, however, the concept is problematic. The claim is made here that (a) it does not take into account the more 'artisan' or 'craft-centered' nature of work in the classroom, (b) that it is overly school-centered, and (c) that it under-estimates the real gradient of instructional change. A research-based, cross-school alternative for reflection and change is proposed, with a focus on bridging the gap between peer exchanges, the interventions of external resource people, and the greater likelihood of actual change at the classroom level.}, language = {en}, number = {2}, urldate = {2021-03-12}, journal = {Teachers and Teaching}, author = {Huberman, Michael}, month = oct, year = {1995}, pages = {193--211}, } @misc{noauthor_neural_nodate, title = {Neural {Networks}, {Types}, and {Functional} {Programming} -- colah's blog}, url = {https://colah.github.io/posts/2015-09-NN-Types-FP/?via.client.ignoreOtherConfiguration=1&via.client.openSidebar=1&via.external_link_mode=new-tab}, urldate = {2024-02-23}, } @inproceedings{raganato_neural_2017, address = {Copenhagen, Denmark}, title = {Neural sequence learning models for word sense disambiguation}, language = {en}, booktitle = {Proceedings of the conference on empirical methods in natural language processing}, author = {Raganato, A. and Bovi, CD and Navigli, R.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GX8RQ5Y4 2486141:IU5RP4WG}, keywords = {⛔ No DOI found}, pages = {1156--1167}, } @article{kuykendall_new_2022, title = {New {California} {Law} {Requires} {Schools} to {Report} {All} {Cyberattacks} {Impacting} 500 or {More} -}, url = {https://thejournal.com/articles/2022/10/06/new-california-law-requires-schools-to-report-all-cyber-incidents-impacting-500-pupils-or-staff.aspx}, doi = {https://thejournal.com/articles/2022/10/06/new-california-law-requires-schools-to-report-all-cyber-incidents-impacting-500-pupils-or-staff.aspx.}, abstract = {California Gov. Gavin Newsom has signed into a law a new requirement for K–12 schools in that state to report any cyberattack impacting more than 500 pupils or personnel, becoming the first in the nation to require disclosure even if a data breach has not occurred.}, language = {en}, urldate = {2023-02-01}, journal = {THE Journal}, author = {Kuykendall, By Kristal}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10/06/new-california-law-requires-schools-to-report-all-cyber-incidents-impacting-500-pupils-or-staff.aspx 4804264:MZXAKMMU 4804264:ZWIB5LUD}, keywords = {Final\_citation, anystyle, existing, ⚠️ Invalid DOI}, } @misc{bradley_new_2020, title = {New {Hub} {Aims} to {Help} {Schools} {Find} the {Right} {Ed}-{Tech} {Products} {During} {COVID}-19}, url = {https://marketbrief.edweek.org/marketplace-k-12/new-database-features-ed-tech-products-help-schools-improve-learning-covid-19/}, abstract = {The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively.}, language = {en-US}, urldate = {2020-07-06}, journal = {Market Brief}, author = {Bradley, Brian}, month = jun, year = {2020}, note = {Library Catalog: marketbrief.edweek.org Section: Marketplace K-12 KerkoCite.ItemAlsoKnownAs: 2129771:LJS6JQDU}, keywords = {\_\_C:filed:1}, } @article{wood_new_2007, title = {New {Look} at {Habits} and the {Habit}-{Goal} {Interface}}, volume = {114}, url = {https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface}, doi = {10.1037/0033-295X.114.4.843}, language = {en}, number = {4}, urldate = {2020-08-20}, journal = {Psychological Review}, author = {Wood, Wendy and Neil, David}, year = {2007}, note = {shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2129771:CXBU9D54 2405685:XZK2S4WM}, pages = {843--863}, } @techreport{unesco_new_2019, type = {Fact {Sheet}}, title = {New methodology shows 258 million children adolescents and youth are out school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, number = {56}, urldate = {2021-05-29}, author = {{UNESCO}}, month = sep, year = {2019}, } @incollection{anamuah-mensah_new_2012, address = {Abingdon}, title = {New modes of teacher pre-service training and professional support}, isbn = {978-1-136-20580-4}, url = {http://oro.open.ac.uk/31520/}, booktitle = {Teacher education and the challenge of development: a global analysis}, publisher = {Routledge}, author = {Anamuah-Mensah, Jophus and Banks, Frank and Moon, Bob and Wolfenden, Freda}, editor = {Moon, Bob}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, pages = {201--211}, } @article{oyebola_new_2018, title = {New product development process: {The} case of selected technical and vocational colleges in {Nigeria}}, doi = {10.1080/20421338.2017.1381458}, abstract = {© 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91\%) conceived of their products through job experience and only 4.9\% conceived of product ideas through R\&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9\% developed prototypes while 82.2\%, 80.4\%, and 69.2\% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R\&D institutes which could have complemented lack of R\&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.}, language = {en}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Oyebola, Abiodun Isaac and Olaposi, Titilayo Olubunmi and Adejuwon, Olawale Oladapo and Akarakiri, Joshua Babatunde}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2017.1381458 10/gf62p5 2129771:SQHSDCCC 2317526:T7FIYYQ5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:measurement, P:technology, R:questionnaire, R:survey, T:TVET, T:vocational college, Z:innovation, Z:process, Z:product development, Z:technical and vocational education, Z:technological products, publicImportV1}, } @misc{noauthor_new_2019, title = {New report on {TVET} in {Sub}-{Saharan} {Africa} – {Open} {Development} \& {Education}}, url = {https://opendeved.net/2019/12/06/new-report-on-tvet-in-sub-saharan-africa/}, language = {en-GB}, urldate = {2020-04-03}, month = dec, year = {2019}, note = {Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:RB8BQ5QN}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{government_of_nigeria_nid_nodate, title = {{NID} {Curricula} - {National} {Vocational} {Certificates}}, url = {https://net.nbte.gov.ng/nid%20curricula}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-884ae2d2-74be-41d4-8d7e-12b9f9c046c0 KerkoCite.ItemAlsoKnownAs: 2129771:UBVW7HUL 2317526:NHW8SYT3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, Qualification Framework, publicImportV1}, } @inproceedings{university_nigeria_2018, address = {London}, title = {Nigeria}, language = {da}, booktitle = {Windsor {Conference}}, author = {University, Kano}, month = apr, year = {2018}, } @misc{noauthor_nigerian_nodate, title = {Nigerian {Educational} {Research} and {Development} {Council} {Act}}, url = {http://lawnigeria.com/LawsoftheFederation/NIGERIAN-EDUCATIONAL-RESEARCH-AND-DEVELOPMENT-COUNCIL-ACT.html}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NU3QDPZL}, } @misc{noauthor_nigerian_nodate, title = {Nigerian {Skills} {Qualification} {Framework}}, url = {https://net.nbte.gov.ng/nsqf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3PGLMWEB}, } @misc{national_board_for_technical_education_nigerian_nodate, title = {Nigerian {Skills} {Qualification} {Framework}}, url = {https://net.nbte.gov.ng/nsqf}, urldate = {2020-05-27}, author = {National Board for Technical Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E6Z6EGVJ 2317526:8XLUG3XT}, } @misc{chuang_nine_2020, title = {Nine takeaways from our reviews of {COVID}-19 education responses}, url = {https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/}, author = {Chuang, Rachel and Moss Coflan, Caitlin and Kaye, Thomas and Koomar, Saalim and McBurnie, Chris}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2QRPWY7P}, } @techreport{freeman_nmccosn_2017, title = {{NMC}/{CoSN} horizon report: 2017 {K}}, shorttitle = {{NMC}/{CoSN} horizon report}, url = {https://www.learntechlib.org/p/182003/}, urldate = {2024-03-04}, institution = {The New Media Consortium}, author = {Freeman, Alex and Becker, Samantha Adams and Cummins, Michele}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:QJUICKKM}, keywords = {Final\_citation}, } @book{johnson_nmc_2014, title = {{NMC} {Horizon} {Report}: 2014 {Library} {Edition}}, shorttitle = {{NMC} {Horizon} {Report}}, url = {http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf}, urldate = {2014-10-22}, publisher = {Austin, Texas: The New Media Consortium}, author = {Johnson, L. and Adams Becker, S. and Estrada, V. and Freeman, A.}, year = {2014}, note = {00000 EdTechHub.Copy: 2405685:P5B5CRCC KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC 257089:EPRJM2S4}, } @article{ajadi_no_2012, title = {'{No} {Air}: {Microenvironment} and {Vogue} as {Morticians} of {Visual} {Art} {Education} in {Nigeria}'}, volume = {2}, language = {en}, number = {1}, journal = {The CAPS Journal of Vocational Studies}, author = {Ajadi, S.B. and Nyikgwah, R.}, year = {2012}, keywords = {⛔ No DOI found}, } @techreport{lurvink_no_2022, title = {No teacher is an island}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/7374M339}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Lurvink, Anne-Fleur and Godwin, Katie and Mason-Sesay, Miriam}, month = oct, year = {2022}, doi = {10.53832/opendeved.1059}, note = {ZenodoArchiveID: 10302497 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1059 ZenodoArchiveConcept: 10302496}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{lurvink_no_2022, title = {No {Teacher} is an {Island}: {A} case study on the enablers and barriers for effective school-based teacher professional development in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/N665IBBE}, language = {en}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn}, month = aug, year = {2022}, doi = {10.53832/opendeved.0284}, note = {ZenodoArchiveID: 7004902 ZenodoArchiveConcept: 7004901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2129771:N665IBBE 2129771:XEJUQ9H6}, keywords = {Author:OpenDevEd, \_bjoern\_cv, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @misc{lurvink_no_2022, title = {No teacher is an {Island} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/}, abstract = {When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice}, language = {en-GB}, urldate = {2023-11-09}, author = {Lurvink, Anne-Fleur and Bokamba, Tania Elena Megogo and Mason, Miriam and Godwin, Katie and Godwin, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie, Anne-Fleur Lurvink}, month = oct, year = {2022}, } @article{ismail_noise_nodate, title = {Noise {Levels} in {Malaysia} {Primary} {Schools}: {Are} {We} {Meeting} the {International} {Standards}?}, abstract = {Noise is increasingly becoming a problem in schools and affects the audibility of speech. The effects of noise hamper learning opportunities for students. Noisy classrooms affect students’ academic performance and wellbeing. Studies have shown that children perform more poorly in noisy situations compared to adults. The current study was done to measure noise levels in classrooms in primary schools in Kuantan. A total of 31 classrooms from eight residential primary schools were selected as the place of study. The noise levels were measured using a sound level meter (SLM) in occupied and unoccupied conditions. On-site observations and checking were done and documented in each school and classroom. The results showed that the noise levels of occupied and unoccupied classrooms were higher than the values recommended by the World Health Organization (WHO) which are 35 dB(A) and 55 dB(A) respectively. The findings showed that the measured noise levels in the classrooms were high enough that it might interfere with the effectiveness of teaching and learning among students and teachers. The source of noise was mainly from the students’ activities in the classes. The current study discusses a few possible suggestions to improve the classroom acoustics.}, language = {en}, author = {Ismail, Noraidah and Karim, Khairani}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUEKTI4S 4682641:RZI6LHWC}, keywords = {BE:LMIC, BE:RELEVANT, ⛔ No DOI found}, pages = {11}, } @article{akogun_nomadic_2012, title = {Nomadic {Fulani} communities manage malaria on the move}, volume = {4}, doi = {10.1016/j.inhe.2011.09.001}, language = {zu}, number = {1}, journal = {International Health}, author = {Akogun, O.B. and Adesina, Adedoyin and Njobdi, S. and Ogundahunsi, O.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E9ANL77G 2129771:NN3NKS2A 2486141:6B34VZX2}, pages = {10--19}, } @article{blaak_non-formal_2013, title = {Non-formal vocational education in {Uganda}: {Practical} empowerment through a workable alternative}, url = {http://www.sciencedirect.com/science/article/pii/S0738059312000211?via%3Dihub}, doi = {10.1016/j.ijedudev.2012.02.002}, abstract = {This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd.}, language = {en}, journal = {International Journal of Educational Development}, author = {Blaak, M. and Zeelen, J. and Openjuru, , G.L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.002 10/gf62mt 2129771:8TXYAWXU 2317526:QFZ3G83W DOI-10.1016/j.ijedudev.2012.02.002}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:outcomes, HDR25, R:case study, T:TVET, Z:Alternative provision, Z:Drop-out, Z:Employment skills, Z:Poverty, Z:Vocational education and training, \_C:Uganda UGA, \_\_C:filed:1, publicImportV1}, } @article{vukcevic_non-linear_2014, title = {Non-linear density wave solutions for different models of galaxies}, volume = {441}, doi = {10.1093/mnras/stu592}, number = {1}, journal = {Monthly Notices of the Royal Astronomical Society}, author = {Vukcevic, M.}, year = {2014}, note = {Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stu592 2129771:9VBWX2ID}, pages = {565--570}, } @article{aslam_non-state_2017, title = {Non-state education provision; access and quality for the marginalised}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13202}, abstract = {This report undertakes a rapid review of some recent, high quality syntheses and reports to summarise the evidence on the effectiveness of different types of non-state schools in reaching the marginalised and providing quality education to them. Non-state provision has risen dramatically over the last few decades especially across South and West Asia and the Latin America and Caribbean region and provides opportunities in Sub-Saharan Africa and elsewhere. The all-encompassing term ‘non-state’ constitutes a spectrum of providers with different characteristics, scope and scale. Overall, the evidence is indicative of potential improvements in learning outcomes in certain types of non-state provision but this is caveated by the very low overall learning outcomes across education systems, as well as by the extent to which non-state provision is aligned with human rights. There is evidence of certain types of non-state providers being able to reach the marginalised and disadvantaged more effectively but questions exist with regards to their sustainability. Whilst different types of arrangements may work in different contexts, the critical factor remains the governments’ ability to both foster an enabling environment but also combine it with effective legislation, monitoring and regulation to ensure quality education provision.}, language = {en}, urldate = {2022-12-18}, author = {Aslam, Monazza}, month = aug, year = {2017}, note = {Accepted: 2017-09-11T13:28:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:K2PXJKPC 4869029:HZE56QEV}, keywords = {⛔ No DOI found}, } @article{idris_nordic_nodate, title = {Nordic {Journal} of {Comparative} and {International} {Education} ({NJCIE})}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UHGQBNQH}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{thomson_not_2013, title = {not all literature ‘reviews’ are the same}, url = {https://patthomson.net/2013/05/23/not-all-literature-reviews-are-the-same/}, abstract = {I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th…}, language = {en}, urldate = {2021-04-17}, journal = {patter}, author = {Thomson, Pat}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XJKNTE4G}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {14623943}, url = {https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]}, number = {6}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2534378:8GYBJJ8Z 2534378:R2HCJDDM Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=126003617\&site=ehost-live\&scope=site}, keywords = {ADULTS, AUDIOVISUAL aids in education, AUDIOVISUAL materials, CRITICAL thinking studies, DATA analysis software, DESCRIPTIVE statistics, EDUCATION, FOCUS groups, INTERVIEWING, PROFESSIONAL education, PROFESSIONAL employee training, REFLECTION (Philosophy), RESEARCH funding, Reflective practice, SCHOOL administrators, TEACHER training, TEACHING, THEMATIC analysis, VIETNAM, Vietnam, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099873, \_\_finaldtb, critical reflection, professional learning, teacher professional development, vide-flection}, pages = {837--851}, } @article{ewing_notes_2020, title = {Notes from the {Field}: '{Nurses} {International}' {Uses} {OER} to {Support} {Nurse} {Educators}}, volume = {7}, copyright = {Copyright (c) 2020 Helen Ewing, Miriam Chickering, Lindsay Burner, Stacen A. Keating, Alex Berland, Erica Frank}, issn = {2311-1550}, shorttitle = {Notes from the {Field}}, url = {https://jl4d.org/index.php/ejl4d/article/view/425}, abstract = {Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Ewing, Helen and Chickering, Miriam and Burner, Lindsay and Keating, Stacen A. and Berland, Alex and Frank, Erica}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VMU46C4R}, keywords = {Open Educational Resources, educator development, nurse education, ⛔ No DOI found}, pages = {459--466}, } @incollection{weiss_nothing_1995, title = {Nothing as {Practical} as {Good} {Theory} : {Exploring} {Theory}-{Based} {Evaluation} for {Comprehensive} {Community} {Initiatives} for {Children} and {Families}}, shorttitle = {Nothing as {Practical} as {Good} {Theory}}, abstract = {The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development corporations, services integration programs, and others. Most of the government programs incorporated requirements for systematic evaluation; for foundation-supported programs, evaluation was more sporadic and informal. None ofthe programs was satisfied that it had achieved either maximalprogrdm benefit from its efforts or maximal evaluation knowledge about program consequences from the evaluations it undertook. In recent years a new generation of comprehensive community initiatives (CCIs) has been funded. Supported in large part by private foundations, the initiatives aim to reform human service and collateral systems in geographically bounded communities. They work across functional areas-such as social services, health care, the schools, and economic and physical redevelopment-in an effort to launch a comprehensive}, booktitle = {New {Approaches} to {Evaluating} {Community} {Initiatives}’ ed.). {Washington}, {DC}: {Aspen} {Institute}.}, author = {Weiss, Carol Hirscbon}, editor = {Connell, J and Kubisch, A and Schorr,, L and Weiss,, C}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2URBNM2X 2317526:JILEXTI4}, keywords = {Advocate (person), Amiga Walker, Approximation, CDISC SDTM Evaluator Terminology, Community, Community-Acquired Infections, Delinquent behavior, Design of experiments, Distortion, Evaluation, Foundations, GNU Compiler Collection, Goto, Health Care, Health Services, Interpreter (computing), Juvenile Delinquency, Maximal set, Needle-Exchange Programs, Requirement, School, Usability, benefit, corporation}, } @article{walther_nouvelles_2008, title = {Nouvelles formes d’apprentissage en {Afrique} de l’{Ouest}: {Vers} une meilleure insertion professionnelle des jeunes}, language = {fr}, author = {Walther, Richard}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59I3LR3U 2317526:USLKC67W}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Mali, C:Senegal, C:Togo, CLL:fr, publicImportV1, ⛔ No DOI found}, } @misc{government_of_south_africa_nqf_2009, title = {{NQF} {Act} nº67, 2008 - {National} {Qualifications} {Framework}}, url = {https://www.gov.za/sites/default/files/31909_167.pdf}, abstract = {To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith.}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, year = {2009}, note = {UA-d4ff8ae5-bccd-42b5-9b9d-185af4304c87 KerkoCite.ItemAlsoKnownAs: 2129771:4H3DWEXY 2317526:RJ6IDATN}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Qualification Framework, publicImportV1}, } @misc{government_of_ghana_ntvetqf_2012, title = {{NTVETQF} - {National} {Technical} and {Vocational} {Education} and {Training} {Qualifications} {Framework}}, url = {http://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%202_National%20TVET%20Qualifications%20Framework.pdf}, urldate = {2018-12-19}, author = {{Government of Ghana}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FB9S4VM 2317526:3DBJ7LGD}, keywords = {FullBiblioUHMLgen, GeneralCitations, Ghana, Qualification Framework}, } @techreport{aurino_nudges_2022, title = {Nudges to {Improve} {Learning} and {Gender} {Parity}: {Preliminary} findings on supporting parent-child educational engagement during {Covid}-19 using mobile phones}, shorttitle = {Nudges to {Improve} {Learning} and {Gender} {Parity}}, language = {en}, institution = {EdTech Hub}, author = {Aurino, Elisabetta and Tsinigo, Edward and Wolf, Sharon}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEGTZC6L 4804264:BRI65DQI}, keywords = {Final\_citation, cited, existing}, } @article{pedaste_nutiseadmete_2017, title = {Nutiseadmete kasutamise profiilid loodusainete ja matemaatika õppimise kontekstis}, volume = {5}, number = {1}, journal = {Eesti Haridusteaduste Ajakiri}, author = {Pedaste, Margus and Must, Olev and Leijen, Äli and Mäeots, Mario and Siiman, Leo and Kori, Külli and Adov, Liina}, year = {2017}, note = {00002 KerkoCite.ItemAlsoKnownAs: 2129771:DKPY7PDV 2129771:TM9JKJGL}, keywords = {\_C:Estonia EST, \_C:Luxembourg LUX, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {99}, } @misc{noauthor_nvivo_nodate, title = {{NVivo}}, url = {https://lumivero.com/products/nvivo/}, abstract = {NVivo qualitative data analysis software helps to discover richer insights from your qualitative \& mixed methods research. Organize, store, and analyze data today!}, language = {en-US}, urldate = {2024-01-20}, journal = {Lumivero}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VGZBVUSC 2405685:DI4BP2LR 2486141:YRZN6U74}, } @misc{noauthor_nvivo_nodate, title = {{NVIVO} {\textbar} {Home}}, url = {https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home}, urldate = {2020-08-04}, journal = {Qualitative Data Analysis Software {\textbar} NVivo}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2B3ZZKIQ}, } @article{pereira_o_2015, title = {O {Uso} {Pedagógico} do {Tablet} no {Instituto} {Federal} de {Educação}, {Ciência} e {Tecnologia} de {Rondônia} ({IFRO})}, volume = {2}, doi = {10.26568/2359-2087.2015.1628}, number = {4}, journal = {EDUCA-Revista Multidisciplinar em Educação}, author = {Pereira, Dauster Souza and Bueno, José Lucas Pedreira}, year = {2015}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.26568/2359-2087.2015.1628 10/gdm2tj 2129771:U6UA85PE}, keywords = {\_C:Canada CAN, \_C:Portugal PRT, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {130--144}, } @techreport{noauthor_obsolete_2023, title = {(obsolete)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/FMUF8C73}, language = {en}, institution = {Open Development \& Education}, month = dec, year = {2023}, doi = {10.53832/opendeved.1061}, note = {ZenodoArchiveID: 10356283 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1061 ZenodoArchiveConcept: 10356282}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{bannink_mbazzi_obuntu_2020, title = {‘{Obuntu} {Bulamu}’–{Development} and {Testing} of an {Indigenous} {Intervention} for {Disability} {Inclusion} in {Uganda}}, volume = {22}, doi = {10.16993/sjdr.697}, number = {1}, journal = {Scandinavian Journal of Disability Research}, author = {Bannink Mbazzi, Femke and Nalugya, Ruth and Kawesa, Elizabeth and Nambejja, Harriet and Nizeyimana, Pamela and Ojok, Patrick and Van Hove, Geert and Seeley, Janet}, year = {2020}, note = {Publisher: Stockholm University Press}, pages = {403--416}, } @article{vasquez_occupants_2022, title = {Occupants’ responses to window views, daylighting and lighting in buildings: {A} critical review}, shorttitle = {Occupants’ responses to window views, daylighting and lighting in buildings}, doi = {10.1016/j.buildenv.2022.109172}, journal = {Building and Environment}, author = {Vasquez, Natalia Giraldo and Rupp, Ricardo Forgiarini and Andersen, Rune Korsholm and Toftum, Jørn}, year = {2022}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2022.109172 2129771:ACWLIE85 4682641:BBG374H3}, keywords = {BE:RELEVANT}, pages = {109172}, } @misc{open_development__education_oden_nodate, title = {{ODEN} {TVET}-{R}-{SSA} ({Zotero} {Library})}, url = {https://www.zotero.org/groups/2317526/oden_tvetr-ssa/library}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BAT6Z8AU 2129771:YGNKYR2E 2317526:ESEAVEA4}, } @article{intaratat_odl_2022, title = {{ODL} {Embedded} with {Innovative} {Communication} and {Digital} {Media} to {Empower} {All} {Levels} of {Farm} {Sectors} to be {Smart} {Farmers}}, volume = {9}, copyright = {Copyright (c) 2022 Kamolrat Intaratat}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/578}, abstract = {This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands.  Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Intaratat, Kamolrat}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Innovative Communication \& Digital Media, ODL, Smart Farmer Thailand, ⛔ No DOI found}, pages = {117--128}, } @misc{noauthor_odra_sierra_leonepdf_nodate, title = {odra\_sierra\_leone.pdf}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, urldate = {2022-12-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5CTWRRFE}, } @misc{noauthor_oecd_2023, title = {{OECD} {Directorate} for {Education} and {Skills}}, url = {https://one.oecd.org/document/EDU/EDPC/SR(2023)2/en/pdf}, language = {en}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:YLNR2H4K}, keywords = {Final\_citation, anystyle, existing}, } @misc{oecd_oecd_2021, title = {{OECD} {Legal} {Instruments}}, url = {https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0389%20}, language = {en}, urldate = {2022-12-28}, author = {OECD}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9RLC6T98 4804264:AX8FPILQ}, keywords = {Final\_citation, anystyle, existing}, } @techreport{oecd_oecd_2015, title = {{OECD} {Reviews} of {Vocational} {Education} and {Training} - {Key} {Messages} and {Country} {Summaries}}, shorttitle = {{OECD} {Reviews} of {VET}}, abstract = {Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas.}, language = {English}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STK8I4G3 2317526:9NUHFVZM UA-0E8E2366-8886-43BB-850D-1BFBA9676A04}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, CC:Australia, CC:Austria, CC:Chile, CC:China, CC:Costa Rica, CC:Czech Republic, CC:Denmark, CC:Egypt, CC:Germany, CC:Kazakhstan, CC:Korea, CC:Mexico, CC:Netherlands, CC:Norway, CC:South Africa, CC:Sweden, CC:Switzerland, CC:UK, CC:United States, CLL:en, Hungary, publicImportV1}, } @techreport{hasler_oecs_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {{OECS} {Academic} {Recovery} {Programme} - {Outputs} {Register}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/S8XPYA4I}, number = {7}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4743541}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743541 2129771:IVJXYC3E 2129771:S8XPYA4I}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @techreport{gonsalves_oecs_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {{OECS} {Declaration} on {Education} {Statement}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/79LLTCAU}, number = {6}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Theeb, Thaer AlSheikh and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0261}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0261 2129771:79LLTCAU}, keywords = {Author:OpenDevEd, \_bjoern\_cv}, } @misc{noauthor_oecs_nodate, title = {{OECS} {EDU} {STAT} {DIGEST} 2010-11.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HVAHHCLG}, } @misc{noauthor_oecs_nodate, title = {{OECS} {EDU} {STAT} {DIGEST} 2012-13.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3EMZF4HR}, } @misc{noauthor_oecs_nodate, title = {{OECS} {EDU} {STAT} {DIGEST} 2013-14.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RPASN83H}, } @misc{noauthor_oecs_nodate, title = {{OECS} {EDU} {STAT} {DIGEST} 2014-15.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EN35NYDB}, } @techreport{gonsalves_oecs_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {{OECS} {Education} {Forum} {Meeting} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EQ69UM4U}, number = {5}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0260}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0260 2129771:EQ69UM4U}, keywords = {Author:OpenDevEd}, } @techreport{oecs_oecs_2020, title = {{OECS} {Education} {Sector} {Response} and {Recovery} {Strategy} to {COVID}-19}, url = {https://www.oecs.org/en/our-work/knowledge/library/oecs-education-sector-response-strategy-to-covid-19/viewdocument/2115}, language = {English}, urldate = {2020-07-26}, institution = {Organisation of Eastern Caribbean States}, author = {{OECS}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2Z78XQSJ 2129771:WQSFDH5Q 2486141:9AHRMFB3}, } @techreport{oecs_secretariat_oecs_2012, title = {{OECS} {Education} {Sector} {Strategy} (2012-2021)}, url = {https://www.globalpartnership.org/sites/default/files/2012-2021-oecs-education-sector-strategy_0.pdf}, urldate = {2021-08-25}, author = {OECS Secretariat}, year = {2012}, note = {zotzenLib.CopiedFrom: 2486141:XLW53M7H KerkoCite.ItemAlsoKnownAs: 2129771:SMCKJX9E 2486141:XLW53M7H}, } @misc{noauthor_oecs_nodate, title = {{OECS} {Education} {Statistical} {Digest}}, url = {https://www.oecs.org/en/our-work/knowledge/library/education/oecs-education-statistical-digest}, urldate = {2020-07-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LS3NB33I}, } @misc{noauthor_oecs_nodate, title = {{OECS} {Education} {Statistical} {Digest} 2015 / 2016}, url = {https://view.joomag.com/oecs-education-statistical-digest-2015-2016/0973836001528471152}, abstract = {This is the forth edition of the OECS Education Statistical Digest. Member States of the Organization of Eastern Caribbean States (OECS) produces this annual report to help inform policy- makers about the progress of education in the region.}, language = {en}, urldate = {2020-07-25}, journal = {Joomag}, note = {Library Catalog: view.joomag.com KerkoCite.ItemAlsoKnownAs: 2129771:TKTJIUV2 2129771:UCL3KZ4L}, } @misc{oecs_commission_oecs_2021, title = {{OECS} {Instructional} {Content} and {Engagement} {Framework}}, url = {https://docs.google.com/presentation/d/1_LhgcqiRV0aib-iGcQ0lUviq4_LwqM6ty1tKu8H_rGc}, urldate = {2021-08-25}, author = {OECS Commission and McBurnie, Chris and Megha-Bongnkar, Ghislaine}, month = aug, year = {2021}, note = {zotzenLib.CopiedFrom: 2486141:XLA2EQNW KerkoCite.ItemAlsoKnownAs: 2129771:KTGBGFBZ 2486141:XLA2EQNW}, keywords = {Author:OpenDevEd}, } @article{oecs_commission_oecs_2019, title = {{OECS} {PD} {Magazine}}, url = {https://camdu.edu.lc/wp-content/uploads/2020/07/OECS-PD-Magazine-NEW.pdf}, urldate = {2021-02-20}, author = {OECS Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XZ68LGPZ 2486141:ZC2HCDWU}, } @techreport{oecs_secretariat_oecs_2021, title = {{OECS} {Programme} for {Educational} {Advancement} and {Relevant} {Learning} ({PEARL})}, url = {https://documentcloud.adobe.com/link/review?uri=urn%3Aaaid%3Ascds%3AUS%3A5382a900-0f51-43a6-8cd5-2eee8c2b435e#pageNum=1}, urldate = {2021-08-25}, author = {OECS Secretariat}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:MT3SLNVW zotzenLib.CopiedFrom: 2486141:MT3SLNVW}, } @misc{noauthor_oecs_nodate, title = {{OECS} {Regional} {Education} {Statistical} {Digest} 2017-18}, url = {https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884}, language = {en}, urldate = {2020-07-25}, note = {Library Catalog: view.joomag.com KerkoCite.ItemAlsoKnownAs: 2129771:8HHPXSX9 2129771:VPDZSD62}, } @techreport{oecs_oecs_2020, title = {{OECS} {Regional} {Education} {Statistical} {Digest} 2017-18}, url = {https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884}, language = {fr}, urldate = {2021-02-19}, author = {OECS}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T8K6CWPA 2486141:EUT8GDEY}, } @techreport{world_bank_oecs-systematic-regional-diagnostic-p165001-1pdf_2018, title = {{OECS}-{Systematic}-{Regional}-{Diagnostic}-{P165001}-1.pdf}, url = {http://documents1.worldbank.org/curated/en/300861530819875538/pdf/OECS-Systematic-Regional-Diagnostic-P165001-1.pdf}, urldate = {2021-03-31}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XWLN5X4V}, } @article{wolfenden_oer_2012, title = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}: {Lessons} from {TESSA} ({Teacher} {Education} in {Sub} {Saharan} {Africa})}, volume = {2012}, issn = {1365-893X}, shorttitle = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}}, url = {http://jime.open.ac.uk/articles/10.5334/2012-03/}, doi = {10.5334/2012-03}, number = {1}, urldate = {2020-04-28}, journal = {Journal of Interactive Media in Education}, author = {Wolfenden, Freda and Buckler, Alison Sarah Hemmings and Keraro, Fred}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4}, pages = {3}, } @article{blomgren_oer_2018, title = {{OER} {Awareness} and {Use}: {The} {Affinity} {Between} {Higher} {Education} and {K}-12}, volume = {19}, issn = {1492-3831}, shorttitle = {{OER} {Awareness} and {Use}}, url = {https://www.irrodl.org/index.php/irrodl/article/view/3431}, doi = {10.19173/irrodl.v19i2.3431}, abstract = {Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.}, language = {en}, number = {2}, urldate = {2022-12-25}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Blomgren, Constance}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i2.3431 4804264:GPZ5WF9I}, keywords = {Final\_citation, HE OER, K-12 OER, OER awareness, OER benefits, cited, existing, open educational practices, open pedagogy}, } @book{hasler_oer_2014, title = {{OER} {Guidance} for {Schools}}, copyright = {CC BY 4.0}, publisher = {Leicester City Council}, author = {Haßler, Björn and Neo, Helen and Fraser, Josie}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GLH7AU4K 2129771:IJ5K6KD9}, keywords = {Author:Haßler, Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:c}, } @misc{noauthor_oer4schools_nodate, title = {{OER4Schools}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2I8HATS8 2317526:M92WYMA6}, } @techreport{noauthor_oer4schools_nodate, title = {{OER4Schools} {Publications}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YWB9X2ZP}, } @techreport{hasler_oer4schools_2020, title = {{OER4Schools} - {Research} {Overview}}, url = {https://docs.opendeved.net/lib/LJWIPFRA}, abstract = {This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below.}, author = {Haßler, Björn}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LJWIPFRA}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:c}, } @book{ajadi_off_2012, address = {Robbinston}, edition = {Fall}, title = {Off the coast international poetry journal}, language = {en}, publisher = {Resolute Bear Press}, author = {Ajadi, S.B. and {Boy'}}, year = {2012}, } @article{kayapinar_ogretimde_nodate, title = {Öğretimde {Tablet} {Kullanımı}: {Bir} {Tutum} Ölçeği {Geliştirme} Çalışması}, volume = {18}, shorttitle = {Öğretimde {Tablet} {Kullanımı}}, number = {78}, journal = {Eurasian Journal of Educational Research}, author = {KAYAPINAR, Ulas and SPATHOPOULOU, Filomachi and SAFIEDDINE, Fadi and NAKHOUL, Imad and KADRY, Seifedine}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:CPKVTGV4}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {219--234}, } @article{larsson_om_2005, title = {Om kvalitet i kvalitativa studier}, volume = {25}, issn = {1891-5914}, url = {https://www.idunn.no/doi/abs/10.18261/ISSN1891-5949-2005-01-03}, doi = {10.18261/ISSN1891-5949-2005-01-03}, number = {1}, urldate = {2023-12-22}, journal = {Nordic Studies in Education}, author = {Larsson, Staffan}, month = mar, year = {2005}, note = {Publisher: Universitetsforlaget KerkoCite.ItemAlsoKnownAs: 2129771:DJXGE4MV 2129771:NBKFXBUH}, pages = {16--35}, } @book{giroux_critical_2011, title = {On critical pedagogy}, publisher = {Bloomsbury Publishing USA}, author = {Giroux, Henry A.}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:WSGBF8GV}, } @article{larsson_quality_1998, title = {On quality in qualitative studies}, url = {http://www.leeds.ac.uk/educol/documents/000000821.htm}, urldate = {2016-09-01}, author = {Larsson, Staffan}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I58LVFZB 2129771:XB249M6T 2486141:I6E6UXX4 503888:A566FP3Q}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed, ⛔ No DOI found}, } @article{ifinedo_technology_2019, title = {On {Technology} {Integration}: {Perspective} from {Nigeria}}, shorttitle = {On {Technology} {Integration}}, journal = {JYU dissertations}, author = {Ifinedo, Eloho}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2V2PSB3B}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Italy ITA, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Luxembourg LUX, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{noauthor_air_nodate, title = {On the air: 6 important lessons can be learned from {Zanzibar}’s distance learning efforts {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {On the air}, url = {https://www.globalpartnership.org/blog/air-6-important-lessons-can-be-learned-zanzibars-distance-learning-efforts}, abstract = {As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.}, language = {en}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ATBJRC9H}, } @article{delprato_impact_2015, title = {On the impact of early marriage on schooling outcomes in {Sub}-{Saharan} {Africa} and {South} {West} {Asia}}, volume = {44}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059315000747}, doi = {10.1016/j.ijedudev.2015.06.001}, abstract = {This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5\% in South West Asia.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Development}, author = {Delprato, Marcos and Akyeampong, Kwame and Sabates, Ricardo and Hernandez-Fernandez, Jimena}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.06.001 2129771:LSH5M5VT}, keywords = {Early marriage, Empowerment, Instrumental variable, South West Asia, Sub-Saharan Africa, Women education}, pages = {42--55}, } @article{wood_job_1999, title = {On the job learning. {New} approaches will shape professional learning in the 21st century}, volume = {20}, url = {http://files.eric.ed.gov/fulltext/ED498548.pdf.}, journal = {Journal of Staff Development}, author = {Wood, F.H. and McQuarrie, F., Jr}, year = {1999}, note = {Place: Washington, DC}, keywords = {⛔ No DOI found}, } @inproceedings{hasler_robustness_2000, address = {Cambridge}, title = {On the {Robustness} of the {Brewer}-{Dobson} {Circulation} in the {Tropical} {Stratosphere}}, copyright = {All rights reserved}, booktitle = {Proceedings of the {Meteorology} at the {Millennium} 150th {Anniversary} {Conference} of the {Royal} {Meteorological} {Society}}, author = {Haßler, Björn and McIntyre, M}, year = {2000}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:NW7PHHRU}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{haddaway_use_2020, title = {On the use of computer‐assistance to facilitate systematic mapping}, volume = {16}, issn = {1891-1803, 1891-1803}, url = {https://onlinelibrary.wiley.com/doi/10.1002/cl2.1129}, doi = {10.1002/cl2.1129}, abstract = {Abstract The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps.}, language = {en}, number = {4}, urldate = {2024-03-10}, journal = {Campbell Systematic Reviews}, author = {Haddaway, Neal R. and Callaghan, Max W. and Collins, Alexandra M. and Lamb, William F. and Minx, Jan C. and Thomas, James and John, Denny}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/cl2.1129 2129771:7P6YBE3W 5072953:J52LILYB}, keywords = {selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {e1129}, } @article{andersson_ventilation_2020, title = {On the {Ventilation} performance of low momentum confluent jets supply device in a classroom}, volume = {13}, doi = {10.3390/en13205415}, number = {20}, journal = {Energies}, author = {Andersson, Harald and Kabanshi, Alan and Cehlin, Mathias and Moshfegh, Bahram}, year = {2020}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/en13205415 2129771:2ZISVLLE 4682641:XZMS6XBQ}, keywords = {BE:RELEVANT}, pages = {5415}, } @techreport{boot_onder_2022, title = {Onder de motorkap: {Onderzoek} naar {EdTech} testbeds in {Europa}}, shorttitle = {Onder de motorkap}, url = {https://www.versnellingsplan.nl/Kennisbank/onder-de-motorkap-onderzoek-naar-edtech-testbeds-in-europa/}, abstract = {Het onderwijs is voortdurend in ontwikkeling. Studenten hebben behoefte aan afwisselend onderwijs dat aansluit op hun eigen belevingswereld. Terwijl docenten het best mogelijke onderwijs willen}, language = {nl-NL}, urldate = {2023-01-15}, author = {Boot, N. and Jukema, H. and Stappen, E. van der}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3XRUSEQ 4426965:XRDE9W3H}, } @article{beuermann_one_2015, title = {One {Laptop} {Per} {Child} at {Home}: {Short}-{Term} {Impacts} from a {Randomized} {Experiment} in {Peru}.}, volume = {7}, issn = {1945-7782, 1945-7790}, shorttitle = {One {Laptop} per {Child} at {Home}}, url = {https://pdfs.semanticscholar.org/cbe1/6a88e600b91bb7188584f0d45a8eb32001a2.pdf}, doi = {10.1257/app.20130267}, abstract = {This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)}, language = {en}, number = {2}, urldate = {2021-06-04}, journal = {American Economic Journal: Applied Economics}, author = {Beuermann, Diether W. and Cristia, Julian and Cueto, Santiago and Malamud, Ofer and Cruz-Aguayo, Yyannu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20130267 2129771:67M2PPQA 2129771:BRQ3GBKQ}, keywords = {\_\_\_duplicate\_item}, pages = {53--80}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2486141:PZQAFS2P}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {184--195}, } @misc{noauthor_one_nodate, title = {One {Million} {Cool} {Roofs} – {Sustainability} {Consultancy} {Firm}}, url = {https://www.greenaconsultants.com/ourwork/one-million-cool-roofs/}, urldate = {2023-09-29}, } @article{dyment_online_2020, title = {Online initial teacher education: a systematic review of the literature}, volume = {48}, issn = {1359-866X}, shorttitle = {Online initial teacher education}, url = {https://doi.org/10.1080/1359866X.2019.1631254}, doi = {10.1080/1359866X.2019.1631254}, abstract = {This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.}, number = {3}, urldate = {2022-04-05}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Dyment, Janet E. and Downing, Jillian Jane}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2019.1631254}, keywords = {Online, blended, initial teacher education, pre-service, systematic review, teacher education}, pages = {316--333}, } @article{herrera_bohorquez_online_2019, title = {Online {Peer}-{Tutoring}: {A} {Renewed} {Impetus} for {Autonomous} {English} {Learning}}, volume = {26}, issn = {0120-5927}, shorttitle = {Online {Peer}-{Tutoring}}, url = {http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0120-59272019000200013&lng=en&nrm=iso&tlng=en}, doi = {10.19183/how.26.2.503}, language = {en}, number = {2}, urldate = {2022-12-27}, journal = {How}, author = {Herrera Bohórquez, Luis Ignacio and Largo Rodríguez, José David and Viáfara González, John Jairo and Herrera Bohórquez, Luis Ignacio and Largo Rodríguez, José David and Viáfara González, John Jairo}, month = dec, year = {2019}, note = {Publisher: Asociación Colombiana de Profesores de Inglés KerkoCite.ItemAlsoKnownAs: 10.19183/how.26.2.503 4804264:QFVIQEDN}, keywords = {Final\_citation, cited, existing}, pages = {13--31}, } @article{kohl_online_2018, title = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on {CADIMA} and review of existing tools}, volume = {7}, issn = {2047-2382}, shorttitle = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps}, url = {https://doi.org/10.1186/s13750-018-0115-5}, doi = {10.1186/s13750-018-0115-5}, abstract = {Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Environmental Evidence}, author = {Kohl, Christian and McIntosh, Emma J. and Unger, Stefan and Haddaway, Neal R. and Kecke, Steffen and Schiemann, Joachim and Wilhelm, Ralf}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13750-018-0115-5 2129771:GYLZDZZ5 2129771:PQJLBIXG 2405685:7WGMZPAG 2486141:PBSSCM7N 2486141:WI9XD8XN}, keywords = {Evidence synthesis, Managing systems, Rapid review, Review management, Systematic review software, Text mining, Time management, \_Added-ailr-2024}, pages = {8}, } @article{gortazar_online_2024, title = {Online tutoring works: {Experimental} evidence from a program with vulnerable children}, volume = {232}, issn = {0047-2727}, shorttitle = {Online tutoring works}, url = {https://www.sciencedirect.com/science/article/pii/S0047272724000185}, doi = {10.1016/j.jpubeco.2024.105082}, abstract = {We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.}, urldate = {2024-03-19}, journal = {Journal of Public Economics}, author = {Gortazar, Lucas and Hupkau, Claudia and Roldán-Monés, Antonio}, month = apr, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2024.105082 4804264:KTVPY99P}, keywords = {Child outcomes, Final\_citation, Mathematics, Mentoring, Online tutoring, RCT}, pages = {105082}, } @misc{noauthor_open_nodate, title = {Open {Access}: challenges and opportunities for {Low}- and {Middle}-{Income} {Countries} and the potential impact of {UK} policy}, shorttitle = {Open {Access}}, url = {https://www.gov.uk/research-for-development-outputs/open-access-challenges-and-opportunities-for-low-and-middle-income-countries-and-the-potential-impact-of-uk-policy}, abstract = {Report of a consultation commissioned by FCDO in collaboration with National Institute for Health Research and UK Research and Innovation}, language = {en}, urldate = {2022-06-05}, journal = {GOV.UK}, } @article{harle_open_2020, title = {Open {Access}: challenges and opportunities for {Low}- and {Middle}- {Income} {Countries} and the potential impact of {UK} policy}, copyright = {Creative Commons Attribution 4.0 International (CC BY 4.0)}, language = {en}, author = {Harle, Jon and Warne, Verity}, year = {2020}, keywords = {⛔ No DOI found}, pages = {69}, } @techreport{fosci_open_2019, title = {Open {Access} {Research}: {A} {Review} of {DFID}’s {Policy} and {Practice}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf}, urldate = {2020-08-18}, author = {Fosci, Mattia and Johnson, Rob and Chiarelli, Andrea}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN}, } @article{mitchell_open_2018, title = {Open access research and policy impact: experiences from developing the {African} {Education} {Research} {Database}}, shorttitle = {Open access research and policy impact}, journal = {Is Open Research really changing the world}, author = {Mitchell, Rafael and Rose, Pauline and Asare, Samuel}, year = {2018}, keywords = {⛔ No DOI found}, } @article{dodds_open_2011, title = {Open and distance learning for health: supporting health workers through education and training}, url = {https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757}, doi = {10.1080/02680513.2011.567757}, abstract = {This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.}, language = {en}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Dodds, T}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2011.567757 10/gf6225 2129771:JPSIX5HQ 2317526:J9WSZLRZ UTI-5ACC3104-9BB4-3C7F-8B7B-FFDE5E23EA04}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Gambia, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:health, P:measurement, Q:ODEL, Q:distance learning, Q:e-learning, Q:open educational resources, Q:open learning, T:Ausbildung, T:Training, T:continuing education, publicImportV1}, pages = {5}, } @article{cossa_open_2021, title = {Open and {Innovative} {Schooling}: {An} {Implementation} {Experience} in {Fifteen} {Secondary} {Schools} across {Mozambique}}, volume = {8}, copyright = {Copyright (c) 2021 Sérgio Paulo Cossa, Lurdes Patrocínia Matavela Nakala , Nilsa Adelaide Issufo Enoque Pondja Cherinda}, issn = {2311-1550}, shorttitle = {Open and {Innovative} {Schooling}}, url = {https://jl4d.org/index.php/ejl4d/article/view/580}, abstract = {This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Cossa, Sérgio Paulo and Nakala, Lurdes Patrocínia Matavela and Cherinda, Nilsa Adelaide Issufo Enoque Pondja}, month = nov, year = {2021}, note = {Number: 3}, keywords = {Aptus, OER, \_genre:PR-primary\_research, learing support, open schooling, secondary schooling, tracer study, ⛔ No DOI found}, pages = {601--610}, } @book{adam_open_2020, title = {Open at the {Margins}}, copyright = {Creative Commons Attribution ShareAlike}, isbn = {978-1-989014-22-6}, url = {https://press.rebus.community/openatthemargins/}, language = {en}, urldate = {2020-08-17}, publisher = {Rebus Community}, author = {Adam, Taskeen and Allen, Nicole and Amiel, Tel and Asino, Tutaleni and Atenas, Javiera and Bali, Maha and Barnes, Naomi and Bourg, Chris and Bouterse, Siko and Caines, Autumm and Campbell, Lorna M. and Cangialosi, Karen and Collier, Amy and Cronin, Catherine and Czerniewicz, Laura and DeRosa, Robin and Ensor, Simon and Friedrich, Christian and Gilliard, Chris and Hare, Sarah and Hendricks, Christina and Hodgkinson-Williams, Cheryl and Jhangiani, Rajiv and Mattson, Rachel Jurinich and Koseoglu, Suzan and H, Caroline Kuhn and Luke, Jim and Marsh, Jaime and Meinke-Lau, Billy and Mitchell, Jess and Moore, Matthew and Morgan, Tannis and Pete, Judith and Prinsloo, Paul and Robertson, Tara and Singh, Sava Saheli and Spelic, Sherri and Stewart, Bonnie and Stommel, Jesse and Veneruso, Samantha Streamer and Vrana, Adele and Walji, Sukaina and Watters, Audrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS}, keywords = {Author:OpenDevEd, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Cuba CUB, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Venezuela VEN, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_open_nodate, title = {Open {Citation} {Identifier} - {Definition} - v1.1.pdf}, url = {https://figshare.com/articles/journal_contribution/Open_Citation_Identifier_Definition/7127816}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q3X4QEWU}, } @incollection{hasler_open_2015, title = {Open {Content}}, url = {http://bjohas.de/Publications/Hassler_Mays_OpenContent}, booktitle = {International {Encyclopedia} of {Digital} {Communication} and {Society}}, publisher = {Wiley-Blackwell}, author = {Haßler, Björn and Mays, Tony}, editor = {Hwa Ang, Peng and Mansell, Robin}, year = {2015}, note = {HMOC EdTechHub.Copy: 2405685:UP7P7L2D KerkoCite.ItemAlsoKnownAs: 2129771:DWC5YGAD 2129771:FY5V62YE 2129771:W9Q5K32L 2405685:UP7P7L2D 2486141:C7AQI94R 261495:NHM4H2R9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Canada CAN, \_C:France FRA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @techreport{chrzanowski_open_2016, title = {Open {Data} {Readiness} {Assessment}: {Prepared} for the {Government} of {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, urldate = {2020-12-15}, institution = {World Bank Group; Open Aid Partnership}, author = {Chrzanowski, Pierre and Holm, Jeanne and Manley, Laura and Dodds, Elizabeth and Baker, Rob}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZWH5D8DC 2405685:83I8VUFY}, keywords = {\_C:Sierra Leone SLE}, } @techreport{world_bank_open_2015, title = {Open {Data} {Readiness} {Assessment}: {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RZH9ACII 2339240:GHD8WBJM 2405685:5GLY6KEA}, keywords = {\_C:Sierra Leone SLE}, } @misc{administrator_open_2020, title = {Open {Development} \& {Education} {Statement} on {Black} {Lives} {Matter}}, url = {https://opendeved.net/2020/06/15/open-development-education-statement-on-black-lives-matter/}, abstract = {Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development \& Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world.  Through […]}, language = {en-GB}, urldate = {2020-06-23}, journal = {Open Development \& Education}, author = {{administrator}}, month = jun, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:7YU7H3E5}, } @book{smith_open_2013, address = {Cambridge, Mass.}, title = {Open development: networked innovations in international development}, isbn = {978-0-262-52541-1 0-262-52541-0 978-1-55250-568-7 1-55250-568-5}, shorttitle = {Open development}, language = {English}, publisher = {Mit Press}, author = {Smith, Matthew L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:826NR2B7 261495:GVDXU7P6}, } @article{farrow_open_2017, title = {Open education and critical pedagogy}, volume = {42}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2016.1113991}, doi = {10.1080/17439884.2016.1113991}, abstract = {This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.}, number = {2}, urldate = {2020-01-13}, journal = {Learning, Media and Technology}, author = {Farrow, Robert}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2016.1113991 4804264:DFTVDUK7}, keywords = {Final\_citation, MOOC, OER, cited, critical pedagogy, critical theory, critique, discourse analysis, evidence, existing, open education, openwashing}, pages = {130--146}, } @article{lane_open_2017, title = {Open {Education} and the {Sustainable} {Development} {Goals}: {Making} {Change} {Happen}}, volume = {4}, copyright = {Copyright (c) 2017 Journal of Learning for Development - JL4D}, issn = {2311-1550}, shorttitle = {Open {Education} and the {Sustainable} {Development} {Goals}}, url = {http://jl4d.org/index.php/ejl4d/article/view/266}, abstract = {Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena.}, language = {en}, number = {3}, urldate = {2018-01-21}, journal = {Journal of Learning for Development - JL4D}, author = {Lane, Andy}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:49QPAYZK 261495:NNAA2DLD}, keywords = {⛔ No DOI found}, } @article{maina_open_2020, title = {Open educational practices ({OEP}) in the design of digital competence assessment}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1757407}, doi = {10.1080/01587919.2020.1757407}, abstract = {This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Maina, Marcelo Fabián and Santos-Hermosa, Gema and Mancini, Federica and Ortiz, Lourdes Guàrdia}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757407}, keywords = {K-12 assessment, collaborative teaching, digital competence, open educational practices, pedagogy of integration}, pages = {261--278}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 4804264:93QCDBDG}, keywords = {Final\_citation, MOOC designer, OEP, cited, critical consciousness, embodiment, epistemic location, existing, positionality}, pages = {171--185}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 2129771:32FCTZAV 2129771:XAGDW5SL}, keywords = {Author:OpenDevEd, MOOC designer, OEP, \_\_C:filed:1, critical consciousness, embodiment, epistemic location, positionality}, pages = {171--185}, } @article{ganapathi_open_2018, title = {Open {Educational} {Resources}: {Challenges} and {Opportunities} in {Indian} {Primary} {Education}}, volume = {19}, shorttitle = {Open {Educational} {Resources}}, doi = {10.19173/irrodl.v19i3.3662}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Ganapathi, Janani}, year = {2018}, note = {Publisher: Athabasca University KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i3.3662 2129771:R5XYHP56 2129771:SF383X85}, keywords = {\_C:Australia AUS, \_C:India IND, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Poland POL, \_C:South Africa ZAF, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @book{hasler_open_2016, address = {Ghana}, edition = {Handbook for Professional Development Coordinators}, series = {T-{TEL} {Professional} {Development} {Programme}}, title = {Open {Educational} {Resources} {Guide} for {Colleges} of {Education}}, volume = {8}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3B42MMRX}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{koomar_open_2020, address = {London, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Open {Educational} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, language = {EN}, number = {20}, author = {Koomar, Saalim and Jull, Stephen}, month = jun, year = {2020}, doi = {10.5281/zenodo.3906041}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 2129771:ZDMGMGMJ 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:V44Z75Z3}, keywords = {C: Ghana, H: Open resources, LP: English, \_\_C:filed:1}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-18}, institution = {Results for Development}, author = {Joswiak, Naomi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6XTCFJU4 2339240:ZNYWJ9PF 2405685:7HSIXMSV}, keywords = {\_C:Sierra Leone SLE, \_\_\_working\_potential\_duplicate}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-15}, institution = {Results for Development}, author = {Joswiak, Naomi}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XHLB9RHT 2405685:AN5GA9QR}, keywords = {\_C:Sierra Leone SLE, \_\_\_working\_potential\_duplicate}, } @incollection{lockley_open_2018, title = {Open {Initiatives} for {Decolonising} the {Curriculum}}, booktitle = {Decolonising the {University}}, publisher = {Pluto Press}, author = {Lockley, Pat}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:KDF7G6ME 4804264:ZKLFRCE3}, keywords = {Final\_citation, cited, existing}, pages = {145 -- 173}, } @incollection{lockley_open_2018, title = {Open {Initiatives} for {Decolonising} the {Curriculum}}, booktitle = {Decolonising the {University}}, publisher = {Pluto Press}, author = {Lockley, Pat}, editor = {Bhambra, Gurminder K. and Nişancıoğlu, Kerem and Gebrial, Dalia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5UTXVSBW}, pages = {145 -- 173}, } @incollection{mantelero_open_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {Open {Issues} and {Conclusions}}, isbn = {978-94-6265-531-7}, url = {https://doi.org/10.1007/978-94-6265-531-7_5}, abstract = {Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services.}, language = {en}, urldate = {2024-02-23}, booktitle = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, editor = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7_5}, keywords = {AI regulation, Data protection, Digital ecosystems, Human rights, Risk assessment, Trust}, pages = {185--197}, } @techreport{world_bank_open_2023, title = {Open {Knowledge} {Repository}}, copyright = {“World Bank. 2023. Making Teacher Policy Work. © Washington, DC: World Bank. http://hdl.handle.net/10986/40579 License: CC BY 3.0 IGO.”}, url = {https://openknowledge.worldbank.org/entities/publication/211c4d69-9013-4942-831f-4dbae5ede977?deliveryName=DM209153}, urldate = {2024-02-29}, author = {{World Bank}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:Q8PJ5X35}, keywords = {Final\_citation}, } @article{clinton-lisell_open_2021, title = {Open {Pedagogy}: {A} {Systematic} {Review} of {Empirical} {Findings}}, volume = {8}, copyright = {Copyright (c) 2021 Virginia Clinton-Lisell}, issn = {2311-1550}, shorttitle = {Open {Pedagogy}}, url = {https://jl4d.org/index.php/ejl4d/article/view/511}, abstract = {Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Clinton-Lisell, Virginia}, month = jul, year = {2021}, note = {Number: 2}, keywords = {open education, open pedagogy, systematic review, ⛔ No DOI found}, pages = {255--268}, } @article{johansson_open_2020, title = {Open peer-review platform for {COVID}-19 preprints}, volume = {579}, issn = {0028-0836}, url = {https://ui.adsabs.harvard.edu/abs/2020Natur.579...29J}, doi = {10.1038/d41586-020-00613-4}, abstract = {Illustration of paper under a magnifying glass}, urldate = {2021-10-05}, journal = {Nature}, author = {Johansson, Michael A. and Saderi, Daniela}, month = mar, year = {2020}, note = {ADS Bibcode: 2020Natur.579...29J KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-020-00613-4 2129771:7WKAK569}, keywords = {\_genre:PR-primary\_research}, pages = {29--29}, } @incollection{kuhn_open_2020, title = {Open {Praxis}: {Three} {Perspectives}, {One} {Vision}}, copyright = {Creative Commons Attribution ShareAlike}, isbn = {978-1-989014-22-6}, shorttitle = {Open {Praxis}}, url = {https://press.rebus.community/openatthemargins/chapter/open-praxis-three-perspectives-one-vision/}, language = {en}, urldate = {2020-08-17}, booktitle = {Open at the {Margins}}, publisher = {Rebus Community}, author = {Kuhn, Caroline H. and Adam, Taskeen and Pete, Judith}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AHPB5YUC 2129771:VA3IWM3Y}, keywords = {Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{noauthor_open_nodate, title = {Open {Textbooks} and {Social} {Justice}: {Open} {Educational} {Practices} to {Address} {Economic}, {Cultural} and {Political} {Injustice} at the {University} of {Cape} {Town}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.556/galley/744/download/}, urldate = {2020-07-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3IUWVK8C}, } @article{cox_open_2020, title = {Open {Textbooks} and {Social} {Justice}: {Open} {Educational} {Practices} to {Address} {Economic}, {Cultural} and {Political} {Injustice} at the {University} of {Cape} {Town}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Open {Textbooks} and {Social} {Justice}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.556/}, doi = {10.5334/jime.556}, abstract = {There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Cox, Glenda and Masuku, Bianca and Willmers, Michelle}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.556 2129771:8U5FFJEI 2129771:NC9PSJRA 2447227:RRU8VRP5}, keywords = {open textbooks, pedagogy, social justice}, pages = {2}, } @misc{noauthor_openai_nodate, title = {{OpenAI} {API} {Pricing} 2024: {Understanding} {GPT}-3 {Pricing} {In}-{Depth}}, shorttitle = {{OpenAI} {API} {Pricing} 2024}, url = {https://onix-systems.com/blog/how-much-does-it-cost-to-use-gpt-models}, abstract = {Discover what determines the GPT-3 pricing and how to calculate the approximate cost for your project.}, language = {en-US}, urldate = {2024-01-21}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JR6WXGXQ 2405685:T98PZDLA 2486141:RISFMUQA}, } @article{priem_openalex_2022, title = {{OpenAlex}: {A} fully-open index of scholarly works, authors, venues, institutions, and concepts}, shorttitle = {{OpenAlex}}, url = {https://www.semanticscholar.org/paper/OpenAlex%3A-A-fully-open-index-of-scholarly-works%2C-Priem-Piwowar/88b8569f4c5ea548e8eac6cb68896251e85ca879}, abstract = {OpenAlex is a new, fully-open scientific knowledge graph (SKG), launched to replace the discontinued Microsoft Academic Graph (MAG). It contains metadata for 209M works (journal articles, books, etc); 2013M disambiguated authors; 124k venues (places that host works, such as journals and online repositories); 109k institutions; and 65k Wikidata concepts (linked to works via an automated hierarchical multi-tag classifier). The dataset is fully and freely available via a web-based GUI, a full data dump, and high-volume REST API. The resource is under active development and future work will improve accuracy and coverage of citation information and author/institution parsing and deduplication.}, urldate = {2024-03-10}, journal = {ArXiv}, author = {Priem, Jason and Piwowar, Heather A. and Orr, Richard}, month = may, year = {2022}, keywords = {⛔ No DOI found}, } @misc{openalex_openalex_nodate, title = {{OpenAlex}: {The} open catalog to the global research system}, url = {https://openalex.org/}, urldate = {2024-01-19}, author = {{OpenAlex}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CNLNG2AW 2405685:3TB9F8HB 2486141:T4959PT9}, keywords = {\_Added-ailr-2024}, } @article{massari_opencitations_2023, title = {{OpenCitations} {Meta}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://arxiv.org/abs/2306.16191}, doi = {10.48550/ARXIV.2306.16191}, abstract = {OpenCitations Meta is a new database that contains bibliographic metadata of scholarly publications involved in citations indexed by the OpenCitations infrastructure. It adheres to Open Science principles and provides data under a CC0 license for maximum reuse. The data can be accessed through a SPARQL endpoint, REST APIs, and dumps. OpenCitations Meta serves three important purposes. Firstly, it enables disambiguation of citations between publications described using different identifiers from various sources. For example, it can link publications identified by DOIs in Crossref and PMIDs in PubMed. Secondly, it assigns new globally persistent identifiers (PIDs), known as OpenCitations Meta Identifiers (OMIDs), to bibliographic resources without existing external persistent identifiers like DOIs. Lastly, by hosting the bibliographic metadata internally, OpenCitations Meta improves the speed of metadata retrieval for citing and cited documents. The database is populated through automated data curation, including deduplication, error correction, and metadata enrichment. The data is stored in RDF format following the OpenCitations Data Model, and changes and provenance information are tracked. OpenCitations Meta and its production. OpenCitations Meta currently incorporates data from Crossref, DataCite, and the NIH Open Citation Collection. In terms of semantic publishing datasets, it is currently the first in data volume.}, urldate = {2024-03-10}, author = {Massari, Arcangelo and Mariani, Fabio and Heibi, Ivan and Peroni, Silvio and Shotton, David}, year = {2023}, note = {Publisher: [object Object] Version Number: 1}, keywords = {Digital Libraries (cs.DL), FOS: Computer and information sciences}, } @misc{noauthor_opendevedopenalex-sdk_2024, title = {{OpenDevEd}/{OpenAlex}-{SDK}}, url = {https://github.com/OpenDevEd/OpenAlex-SDK}, urldate = {2024-02-23}, publisher = {Open Development \& Education}, month = feb, year = {2024}, note = {original-date: 2024-02-02T19:43:08Z}, } @incollection{batada_opening_2016, address = {New York, NY}, title = {Opening new doors: {Community} engagement in {India}}, booktitle = {The {Sesame} {Effect}: {The} {Global} {Impact} of the {Longest} {Street} in the {World}}, publisher = {Routledge}, author = {Batada, A. and Banarjee, S. and Subramanian, M.}, editor = {Cole, Charlotte F. and Lee, June H.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2259178:BNR4YVGE 2339240:T9SDTQN8 4804264:55ZAHWPA}, keywords = {01.11.19, Final\_citation, cited, existing, tempss\_1}, } @article{pulker_openness_2020, title = {Openness reexamined: teachers’ practices with open educational resources in online language teaching}, volume = {41}, issn = {0158-7919}, shorttitle = {Openness reexamined}, url = {https://doi.org/10.1080/01587919.2020.1757412}, doi = {10.1080/01587919.2020.1757412}, abstract = {Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Pulker, Hélène and Kukulska-Hulme, Agnes}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757412}, keywords = {OEP, OER, closed spaces, distance education, language teaching}, pages = {216--229}, } @misc{mason_opinion_2019, title = {Opinion: {Remember} {Pergau}}, shorttitle = {Opinion}, url = {https://www.devex.com/news/sponsored/opinion-remember-pergau-95026}, abstract = {For those politicos tempted to kill off the U.K. Department for International Development, this word alone should warn against it, writes DFID veteran Phil Mason.}, urldate = {2020-06-22}, journal = {Devex}, author = {Mason, Phil}, month = jun, year = {2019}, note = {Library Catalog: www.devex.com KerkoCite.ItemAlsoKnownAs: 2129771:5X7WFXTD}, } @misc{zhang_opt_2022, title = {{OPT}: {Open} {Pre}-trained {Transformer} {Language} {Models}}, shorttitle = {{OPT}}, url = {http://arxiv.org/abs/2205.01068}, doi = {10.48550/arXiv.2205.01068}, abstract = {Large language models, which are often trained for hundreds of thousands of compute days, have shown remarkable capabilities for zero- and few-shot learning. Given their computational cost, these models are difficult to replicate without significant capital. For the few that are available through APIs, no access is granted to the full model weights, making them difficult to study. We present Open Pre-trained Transformers (OPT), a suite of decoder-only pre-trained transformers ranging from 125M to 175B parameters, which we aim to fully and responsibly share with interested researchers. We show that OPT-175B is comparable to GPT-3, while requiring only 1/7th the carbon footprint to develop. We are also releasing our logbook detailing the infrastructure challenges we faced, along with code for experimenting with all of the released models.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Zhang, Susan and Roller, Stephen and Goyal, Naman and Artetxe, Mikel and Chen, Moya and Chen, Shuohui and Dewan, Christopher and Diab, Mona and Li, Xian and Lin, Xi Victoria and Mihaylov, Todor and Ott, Myle and Shleifer, Sam and Shuster, Kurt and Simig, Daniel and Koura, Punit Singh and Sridhar, Anjali and Wang, Tianlu and Zettlemoyer, Luke}, month = jun, year = {2022}, note = {arXiv:2205.01068 [cs]}, keywords = {Computer Science - Computation and Language, Computer Science - Machine Learning}, } @article{bramer_optimal_2017, title = {Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study}, volume = {6}, issn = {2046-4053}, shorttitle = {Optimal database combinations for literature searches in systematic reviews}, url = {https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-017-0644-y}, doi = {10.1186/s13643-017-0644-y}, abstract = {Background: Within systematic reviews, when searching for relevant references, it is advisable to use multiple databases. However, searching databases is laborious and time-consuming, as syntax of search strategies are database specific. We aimed to determine the optimal combination of databases needed to conduct efficient searches in systematic reviews and whether the current practice in published reviews is appropriate. While previous studies determined the coverage of databases, we analyzed the actual retrieval from the original searches for systematic reviews. Methods: Since May 2013, the first author prospectively recorded results from systematic review searches that he performed at his institution. PubMed was used to identify systematic reviews published using our search strategy results. For each published systematic review, we extracted the references of the included studies. Using the prospectively recorded results and the studies included in the publications, we calculated recall, precision, and number needed to read for single databases and databases in combination. We assessed the frequency at which databases and combinations would achieve varying levels of recall (i.e., 95\%). For a sample of 200 recently published systematic reviews, we calculated how many had used enough databases to ensure 95\% recall. Results: A total of 58 published systematic reviews were included, totaling 1746 relevant references identified by our database searches, while 84 included references had been retrieved by other search methods. Sixteen percent of the included references (291 articles) were only found in a single database; Embase produced the most unique references (n = 132). The combination of Embase, MEDLINE, Web of Science Core Collection, and Google Scholar performed best, achieving an overall recall of 98.3 and 100\% recall in 72\% of systematic reviews. We estimate that 60\% of published systematic reviews do not retrieve 95\% of all available relevant references as many fail to search important databases. Other specialized databases, such as CINAHL or PsycINFO, add unique references to some reviews where the topic of the review is related to the focus of the database. Conclusions: Optimal searches in systematic reviews should search at least Embase, MEDLINE, Web of Science, and Google Scholar as a minimum requirement to guarantee adequate and efficient coverage.}, language = {en}, number = {1}, urldate = {2021-04-17}, journal = {Systematic Reviews}, author = {Bramer, Wichor M. and Rethlefsen, Melissa L. and Kleijnen, Jos and Franco, Oscar H.}, month = dec, year = {2017}, pmid = {29208034}, pmcid = {PMC5718002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-017-0644-y 2129771:2L7IMRKK 2129771:WWMYNIID}, pages = {245}, } @misc{xiong_optimal_2019, title = {Optimal {Experimental} {Design} for {Staggered} {Rollouts}}, url = {https://www.gsb.stanford.edu/faculty-research/working-papers/optimal-experimental-design-staggered-rollouts}, language = {en}, urldate = {2022-12-28}, journal = {Stanford Graduate School of Business}, author = {Xiong, Ruoxuan and Athey, Susan and Imben, Guidi W. and Bayati, Mohsen}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:H2K8PJL9}, keywords = {Final\_citation, cited, existing}, } @article{wyon_optimising_2021, title = {Optimising thermostat settings in school and office buildings for thermal comfort, cognitive performance and energy efficiency}, author = {Wyon, David P. and Wargocki, Pawel}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SP7WSIUB 4682641:RUCTJFP3}, keywords = {BE:RELEVANT, ⛔ No DOI found}, } @article{paas_optimising_2006, series = {Recent {Worked} {Examples} {Research}: {Managing} {Cognitive} {Load} to {Foster} {Learning} and {Transfer}}, title = {Optimising worked example instruction: {Different} ways to increase germane cognitive load}, volume = {16}, issn = {0959-4752}, shorttitle = {Optimising worked example instruction}, url = {http://www.sciencedirect.com/science/article/pii/S0959475206000181}, doi = {10.1016/j.learninstruc.2006.02.004}, abstract = {Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.}, language = {en}, number = {2}, urldate = {2020-08-20}, journal = {Learning and Instruction}, author = {Paas, Fred and van Gog, Tamara}, month = apr, year = {2006}, note = {shortDOI: 10/bg2wtc KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2006.02.004 10/bg2wtc 2129771:CN7X5EXB 2405685:GQ7VHTE3}, pages = {87--91}, } @book{alifi_optimization_2017, title = {Optimization of school network using location-allocation analysis: {Case} study: {Bandung}, {Indonesia}}, shorttitle = {Optimization of school network using location-allocation analysis}, author = {Alifi, Muhammad Riza and Hayati, Hashri and Supangkat, Suhono}, month = jul, year = {2017}, doi = {10.1109/TENCONSpring.2017.8070099}, note = {Pages: 6}, } @article{taylor_optimizing_2021, title = {Optimizing thermal comfort and energy use for learning environments}, volume = {248}, issn = {0378-7788}, url = {https://www.sciencedirect.com/science/article/pii/S0378778821004655}, doi = {10.1016/j.enbuild.2021.111181}, abstract = {Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10\% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of \$3,000 to \$12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10\% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.}, language = {en}, urldate = {2022-05-31}, journal = {Energy and Buildings}, author = {Taylor, Mary and Brown, Nathan C. and Rim, Donghyun}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111181 2129771:JGWBQ9ZN 4682641:MNJ28P67 4682641:VRCRT79Y}, keywords = {Air speed, BE:RELEVANT, Building energy, Classroom, Humidity, Multi-objective optimization, Thermal comfort}, pages = {111181}, } @misc{noauthor_optivent_nodate, title = {Optivent}, url = {http://optivent.naturalcooling.co.uk/OV21/optivent/optivent.php}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:94MTHJPR 4682641:KCQ83TSG}, } @incollection{rojas-drummond_oracy_2016, title = {Oracy and {Literacy} in the {Making}: {Collaborative} {Talk} and {Writing} in {Grade} 6 {Mexican} {Classrooms}}, shorttitle = {Oracy and {Literacy} in the {Making}}, booktitle = {Open {Spaces} for {Interactions} and {Learning} {Diversities}}, publisher = {Springer}, author = {Rojas-Drummond, Sylvia and María, Márquez Ana and Riikka, Hofmann and Fiona, Maine and Luisa, Rubio Ana and José, Hernández and Kissy, Guzmán}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VEIVJHU5 2129771:YVNPCHV3}, keywords = {\_\_C:filed:1}, pages = {69--108}, } @misc{orange_sierra_leone_orange_2020, title = {Orange {Education} {Portal}}, url = {/personal/1/101/orange-education-2986.html}, language = {en\_US}, urldate = {2020-06-25}, author = {Orange Sierra Leone}, year = {2020}, note = {Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2129771:STMA8EXT 2405685:YV3WDQAQ}, } @inproceedings{hasler_orbit_2012, title = {{ORBIT} and {OER4Schools}: supporting effective primary and secondary school practice through {OER}}, copyright = {All rights reserved}, booktitle = {Proceedings of {Cambridge} 2012: {Innovation} and {Impact} - {Openly} {Collaborating} to {Enhance} {Education}}, author = {Haßler, Björn and Hennessy, Sara and Jestaz, Caroline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {311--317}, } @article{diaz_orchestrating_2014, title = {Orchestrating the {XO} computer with digital and conventional resources to teach mathematics}, doi = {10.1111/jcal.12081}, journal = {Journal of Computer Assisted Learning}, author = {Diaz, A and Nussbaum, M and Varela, I}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12081 10/f7fddg 2129771:AQVD8PJD 257089:S7V4VXTM}, } @misc{wikipedia_organisation_2020, title = {Organisation of {Eastern} {Caribbean} {States}}, url = {https://en.wikipedia.org/w/index.php?title=Organisation_of_Eastern_Caribbean_States&oldid=986575417}, language = {English}, urldate = {2020-07-11}, journal = {Wikipedia}, publisher = {Wikimedia}, author = {{Wikipedia}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I9DIURH2 2486141:F565CH54}, } @article{charles_organisation_1992, title = {Organisation of {Eastern} {Caribbean} {States} ({OECS}) {Education} {Reform} {Strategy}: {Report} on {Country} {Consultations} and {Work} {Plan}.}, shorttitle = {Organisation of {Eastern} {Caribbean} {States} ({OECS}) {Education} {Reform} {Strategy}}, author = {Charles, Hubert J.}, year = {1992}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FITK8G5D}, keywords = {⛔ No DOI found}, } @techreport{noauthor_organizational_2014, title = {Organizational {Agility}}, url = {https://www.pmi.org/-/media/pmi/documents/public/pdf/white-papers/org-agility-where-speed-meets-strategy.pdf?v=a988026a-e41c-42b1-921d-2a8abbd0dabf}, urldate = {2021-04-23}, year = {2014}, } @article{moses_organizational_2016, title = {Organizational culture and creativity in entrepreneurship education: {A} study of secondary education in {Nigeria}}, abstract = {© Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.}, language = {en}, journal = {Research Journal of Applied Sciences}, author = {Moses, Chinonye Love and Ayodele, Olokundun Maxwell and Mosunmola, Akinbode and Gbenga, Agboola Mayowa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7T9E59E 2317526:YCJMLZEP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CCZ:Nigeria, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:policy, F:teaching, P:culture, Q:secondary education, R:impact, R:interview, T:entrepreneurship education, Z:Creativity, Z:Entrepreneurship education, Z:Organizational culture, Z:Secondary education, publicImportV1, ⛔ No DOI found}, } @article{penuel_organizing_nodate, title = {Organizing {Coherent} and {Equitable} {State} {Systems} of {Science} {Education}}, language = {en}, author = {Penuel, Bill}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8SP8IKES}, keywords = {⛔ No DOI found}, } @article{cooper_organizing_1988, title = {Organizing knowledge syntheses: a taxonomy of literature reviews}, volume = {1}, language = {en}, number = {1}, journal = {Knowledge in Society}, author = {Cooper, H.M.}, year = {1988}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S4Y8L9HS 2486141:8IV6DA58}, keywords = {⛔ No DOI found}, pages = {104--126}, } @article{penuel_organizing_2011, title = {Organizing {Research} and {Development} at the {Intersection} of {Learning}, {Implementation}, and {Design}}, volume = {40}, issn = {0013-189X, 1935-102X}, url = {https://doi.org/10.3102/0013189X11421826}, doi = {10.3102/0013189x11421826}, abstract = {This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.}, language = {en}, number = {7}, urldate = {2016-08-30}, journal = {Educational Researcher}, author = {Penuel, William R. and Fishman, Barry J. and Haugan Cheng, Britte and Sabelli, Nora}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x11421826 10/b6c3vr 2129771:9MT6Q4IT 2129771:CA3VDERV 2486141:HKYF2FRI 261495:5F7GU6XV 2339240:7FWMXGD5 2405685:LNFPUK3V 2486141:AD27KCRG}, pages = {331--337}, } @incollection{vieira_os_2015, title = {Os {Desafios} {Das} {Reformas} {Na} {Formação} {De} {Professores} {Na} África {Subsariana}}, language = {pt}, author = {Vieira, Arlindo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UUJDJPRD 2317526:V3IPGIU4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:SSA, publicImportV1, ⛔ No DOI found}, } @article{chaudhury_oster_2013, title = {Oster and {Thornton}}, author = {{Chaudhury}}, year = {2013}, } @misc{akofu_our_nodate, title = {Our {Journey} {Towards} {Contextualizing} {A} {Relevant} {Evidence} {Portal}: {The} {Role} of {Networking} and {Collaborations} on {Effective} {Basic} {Services}}, shorttitle = {Our {Journey} {Towards} {Contextualizing} {A} {Relevant} {Evidence} {Portal}}, url = {https://www.ebaseafrica.org/blog?blog=our-journey-towards-contextual-5b6dc}, abstract = {...}, language = {en}, urldate = {2021-05-23}, journal = {Effective Basic Services}, author = {Akofu, Aweh}, } @techreport{unesco_our_2020, title = {Our {Rights}, {Our} {Lives}, {Our} {Future} ({O3}): {Making} positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-{Saharan} {Africa}.}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380370&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_86f61dfe-9051-476c-a91d-8b5e4e56506b%3F_%3D380370eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000380370/PDF/380370eng.pdf#%5B%7B%22num%22%3A21626%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C842%2C0%5D}, urldate = {2023-08-28}, author = {{UNESCO}}, year = {2020}, } @misc{noauthor_outpdf_nodate, title = {out.pdf}, } @book{wilson-grau_outcome_2018, title = {Outcome {Harvesting}: {Principles}, {Steps}, and {Evaluation} {Applications}}, author = {Wilson-Grau, Ricardo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN 4804264:PECSUDY3}, keywords = {Final\_citation}, } @book{wilson-grau_outcome_2018, address = {Charlotte, NC}, title = {Outcome {Harvesting}: {Principles}, {Steps}, and {Evaluation} {Applications}}, isbn = {978-1-64113-393-7}, shorttitle = {Outcome {Harvesting}}, abstract = {Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.}, language = {English}, publisher = {Information Age Publishing}, author = {Wilson-Grau, Ricardo}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B5NTIDYV 4426965:WZ8BVS9T}, } @misc{in_outcome_2012, title = {Outcome {Mapping}: {A} {Basic} {Introduction}}, shorttitle = {Outcome {Mapping}}, url = {https://www.researchtoaction.org/2012/01/outcome-mapping-a-basic-introduction/}, abstract = {Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...}, language = {en-GB}, urldate = {2022-05-01}, journal = {Research to Action}, author = {in, Copyright © 2022 Research to Action All rights reserved Log}, month = jan, year = {2012}, } @book{earl_outcome_2001, address = {Ottawa}, title = {Outcome mapping: building learning and reflection into development programs}, isbn = {978-0-88936-959-7}, shorttitle = {Outcome mapping}, publisher = {International Development Research Centre}, author = {Earl, Sarah and Carden, F. and Patton, Michael Quinn and Smutylo, Terry}, collaborator = {International Development Research Centre (Canada)}, year = {2001}, note = {OCLC: ocm48033594}, keywords = {Assistance technique, Community development, Coopération internationale, Développement communautaire, Economic development projects, Evaluation, Evaluation research (Social action programs), International cooperation, Projets de développement économique, Technical assistance, Évaluation, Évaluation de programme}, } @article{botha_outcomes-based_2002, title = {Outcomes-based education and educational reform in {South} {Africa}}, volume = {5}, issn = {1360-3124}, url = {https://doi.org/10.1080/13603120110118831}, doi = {10.1080/13603120110118831}, abstract = {The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed.}, number = {4}, urldate = {2020-01-08}, journal = {International Journal of Leadership in Education}, author = {Botha, Nico}, month = oct, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13603120110118831 2129771:DUIPDXI3 2486141:GI5TC7L6}, pages = {361--371}, } @article{proctor_outcomes_2011, title = {Outcomes for {Implementation} {Research}: {Conceptual} {Distinctions}, {Measurement} {Challenges}, and {Research} {Agenda}}, volume = {38}, issn = {0894-587X, 1573-3289}, shorttitle = {Outcomes for {Implementation} {Research}}, url = {http://link.springer.com/10.1007/s10488-010-0319-7}, doi = {10.1007/s10488-010-0319-7}, language = {en}, number = {2}, urldate = {2022-12-29}, journal = {Administration and Policy in Mental Health and Mental Health Services Research}, author = {Proctor, Enola and Silmere, Hiie and Raghavan, Ramesh and Hovmand, Peter and Aarons, Greg and Bunger, Alicia and Griffey, Richard and Hensley, Melissa}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:YT4669BP}, pages = {65--76}, } @article{proctor_outcomes_2011, title = {Outcomes for {Implementation} {Research}: {Conceptual} {Distinctions}, {Measurement} {Challenges}, and {Research} {Agenda}}, volume = {38}, issn = {0894-587X}, shorttitle = {Outcomes for implementation research}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/}, doi = {10.1007/s10488-010-0319-7}, abstract = {An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.}, number = {2}, journal = {Administration and policy in mental health and mental health services research}, author = {Proctor, Enola and Silmere, Hiie and Raghavan, Ramesh and Hovmand, Peter and Aarons, Greg and Bunger, Alicia and Griffey, Richard and Hensley, Melissa}, year = {2011}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:IUJI6FUC 4869029:4B6UCWD3 4869029:P7CAGVLW}, pages = {65--76}, } @article{huang_outdoor_2019, title = {Outdoor thermal comfort and adaptive behaviors in a university campus in {China}'s hot summer-cold winter climate region}, volume = {165}, doi = {10.1016/j.buildenv.2019.106414}, journal = {Building and environment}, author = {Huang, Zefeng and Cheng, Bin and Gou, Zhonghua and Zhang, Fan}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2019.106414 2129771:Z7MA5WJ6 4682641:L553V76I}, keywords = {BE:RELEVANT}, pages = {106414}, } @techreport{hasler_outputs_2023, title = {Outputs {Register} for {HLR} 3: {The} {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0164}, } @techreport{hasler_outputs_2022, type = {{HLR3} {Output}}, title = {Outputs register for {HLR3} - {Teacher} {Allocation} {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9XJGEX5Z}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0089}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6472492 10.53832/edtechhub.0089 2129771:3J4TNGDZ 2405685:9XJGEX5Z}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{hasler_outputs_2022, title = {Outputs register for {Tich} {Me} {Ar} {Tich} {Dem}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/PTGJQVPU}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn}, month = jan, year = {2022}, doi = {10.53832/opendeved.0272}, note = {ZenodoArchiveID: 6472483 ZenodoArchiveConcept: 6472482 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0272 2129771:PTGJQVPU}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen}, } @techreport{mcburnie_outputs_2022, type = {Technical {Report}}, title = {Outputs {Register}: {The} impact of {GIS}-supported teacher allocation in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2022}, doi = {10.5281/zenodo.6396199}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 2129771:KC58MGKU 2405685:WXBISTFE}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @incollection{davis_outreach_2014, title = {Outreach {Activities} by {Universities} as a {Channel} for {Science} {Communication}}, isbn = {978-94-017-9096-3 978-94-017-9097-0}, url = {https://link.springer.com/chapter/10.1007/978-94-017-9097-0_10}, abstract = {Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.}, language = {en}, urldate = {2018-06-09}, booktitle = {Communicating {Science} to the {Public}}, publisher = {Springer, Dordrecht}, author = {Davis, Lloyd Spencer}, year = {2014}, doi = {10.1007/978-94-017-9097-0_10}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-017-9097-0\_10 2129771:IJB99U2B}, pages = {161--181}, } @article{bordignon_over-promotion_nodate, title = {Over-promotion and caution in abstracts of preprints during the {COVID}-19 crisis}, volume = {n/a}, issn = {1741-4857}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/leap.1411}, doi = {10.1002/leap.1411}, abstract = {The abstract is known to be a promotional genre where researchers tend to exaggerate the benefit of their research and use a promotional discourse to catch the reader's attention. The COVID-19 pandemic has prompted intensive research and has changed traditional publishing with the massive adoption of preprints by researchers. Our aim is to investigate whether the crisis and the ensuing scientific and economic competition have changed the lexical content of abstracts. We propose a comparative study of abstracts associated with preprints issued in response to the pandemic relative to abstracts produced during the closest pre-pandemic period. We show that with the increase (on average and in percentage) of positive words (especially effective) and the slight decrease of negative words, there is a strong increase in hedge words (the most frequent of which are the modal verbs can and may). Hedge words counterbalance the excessive use of positive words and thus invite the readers, who go probably beyond the ‘usual’ audience, to be cautious with the obtained results. The abstracts of preprints urgently produced in response to the COVID-19 crisis stand between uncertainty and over-promotion, illustrating the balance that authors have to achieve between promoting their results and appealing for caution.}, language = {en}, number = {n/a}, urldate = {2021-10-05}, journal = {Learned Publishing}, author = {Bordignon, Frederique and Ermakova, Liana and Noel, Marianne}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/leap.1411}, keywords = {COVID-19, abstract, academic writing}, } @article{liu_overall_2021, title = {Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance}, volume = {247}, doi = {10.1016/j.enbuild.2021.111124}, journal = {Energy and Buildings}, author = {Liu, Jiajing and Kang, Jian and Li, Zeyu and Luo, Hanbin}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111124 2129771:SUQEEL9Z 4682641:7BF3Z8EW}, keywords = {BE:RELEVANT}, pages = {111124}, } @article{hocking_overcoming_2023, title = {Overcoming the challenges of using automated technologies for public health evidence synthesis}, volume = {28}, issn = {1560-7917}, url = {https://www.eurosurveillance.org/content/10.2807/1560-7917.ES.2023.28.45.2300183}, doi = {10.2807/1560-7917.ES.2023.28.45.2300183}, abstract = {Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals).}, language = {en}, number = {45}, urldate = {2024-03-12}, journal = {Eurosurveillance}, author = {Hocking, Lucy and Parkinson, Sarah and Adams, Avery and Molding Nielsen, Emmanuel and Ang, Cecilia and De Carvalho Gomes, Helena}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.2807/1560-7917.ES.2023.28.45.2300183 5440726:Z8RXHUKM}, } @article{siontis_overlapping_2013, title = {Overlapping meta-analyses on the same topic: survey of published studies}, volume = {347}, copyright = {© Siontis et al 2013. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 3.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/3.0/.}, issn = {1756-1833}, shorttitle = {Overlapping meta-analyses on the same topic}, url = {https://www.bmj.com/content/347/bmj.f4501}, doi = {10.1136/bmj.f4501}, abstract = {Objective To assess how common it is to have multiple overlapping meta-analyses of randomized trials published on the same topic. Design Survey of published meta-analyses. Data sources PubMed. Study selection and methods Meta-analyses published in 2010 were identified, and 5\% of them were randomly selected. We further selected those that included randomized trials and examined effectiveness of any medical intervention. For eligible meta-analyses, we searched for other meta-analyses on the same topic (covering the same comparisons, indications/settings, and outcomes or overlapping subsets of them) published until February 2013. Results Of 73 eligible meta-analyses published in 2010, 49 (67\%) had at least one other overlapping meta-analysis (median two meta-analyses per topic, interquartile range 1-4, maximum 13). In 17 topics at least one author was involved in at least two of the overlapping meta-analyses. No characteristics of the index meta-analyses were associated with the potential for overlapping meta-analyses. Among pairs of overlapping meta-analyses in 20 randomly selected topics, 13 of the more recent meta-analyses did not include any additional outcomes. In three of the four topics with eight or more published meta-analyses, many meta-analyses examined only a subset of the eligible interventions or indications/settings covered by the index meta-analysis. Conversely, for statins in the prevention of atrial fibrillation after cardiac surgery, 11 meta-analyses were published with similar eligibility criteria for interventions and setting: there was still variability on which studies were included, but the results were always similar or even identical across meta-analyses. Conclusions While some independent replication of meta-analyses by different teams is possibly useful, the overall picture suggests that there is a waste of efforts with many topics covered by multiple overlapping meta-analyses.}, language = {en}, urldate = {2021-04-17}, journal = {BMJ}, author = {Siontis, Konstantinos C. and Hernandez-Boussard, Tina and Ioannidis, John P. A.}, month = jul, year = {2013}, pmid = {23873947}, note = {Publisher: British Medical Journal Publishing Group Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.f4501 2129771:7V4KCIUJ}, pages = {f4501}, } @misc{gould_overview_nodate, title = {Overview of emerging country-level response to providing continuity under {COVID}-19 {What} steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, abstract = {Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? FULL REPORT PDF DOWNLOAD Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the…}, language = {en-US}, urldate = {2021-03-25}, journal = {EdTech Hub}, author = {Gould, Briony}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H788ILD3 2486141:GBKXD9Y2}, } @techreport{naylor_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19 {What} are the lessons learned from supporting education for marginalised girls that could be relevant for {EdTech} responses to {COVID}-19 in lower- and middle-income countries?}, url = {https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf}, language = {en}, institution = {EdTech Hub}, author = {Naylor, Ruth and Gorgen, Kristine}, month = may, year = {2020}, doi = {10.5281/zenodo.4706059}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3VR6UC7F 2339240:NCZSLKX5 2405685:C6QUC3Z7 2405685:SLJSKY8J 2405685:Z3XYMJZN 2339240:3HJRFVNR}, keywords = {COV:COVID and reopening of schools, L:Gender and education, LP: English, \_EdTechHub\_Output, \_cover:other:ok, \_zenodoETH, ⛔ No DOI found}, pages = {22}, } @techreport{joynes_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What}’s working? {What} isn’t?}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf}, language = {EN}, author = {Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = apr, year = {2020}, doi = {10.5281/zenodo.4706062}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VEARRJJL 2405685:IPAT355N 2405685:SDTIZDHS 2339240:XRVLW2AX}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_cover:other:ok, \_zenodoETH, ⛔ No DOI found}, } @book{heikkila_overview_2016, title = {Overview of {Enterprise} {Architecture} work in 15 countries}, abstract = {This research report is an overview of enterprise architec- ture work in 15 countries. The report supports the ongoing enterprise architecture work of Finnish government done by the Ministry of Finance in the Interoperability Development Programme, by Finnish Enterprise Architecture Research -project.}, author = {Heikkilä, Jukka and Penttinen, Katja}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:436DGZ2E}, keywords = {Final\_citation}, } @article{muya_overview_2006, title = {Overview of funding for construction craft skills training in {Sub}-{Saharan} {Africa}: {A} case study of {Zambia}}, doi = {10.1080/01446190500310585}, abstract = {The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor \& Francis.}, language = {en}, journal = {Construction Management and Economics}, author = {Muya, Mundia and Price, A. D F and Edum-Fotwe, F. T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01446190500310585 10/cpx4fh 2129771:RVA4VZ6S 2317526:BDGHSBTQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:regulation, F:teaching, P:construction, P:crafts, P:measurement, P:mechanic, P:social, R:case study, R:interview, R:questionnaire, T:Training, Z:Construction craft skills, Z:Sub-Saharan Africa, Z:Training, publicImportV1}, } @article{bourn_overview_2017, title = {Overview of {UK} development education landscape with a focus on partnerships between {UK} schools and those overseas}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13491}, abstract = {This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends.}, language = {en}, urldate = {2022-12-18}, author = {Bourn, Douglas and Blum, Nicole and Ndaruhutse, Suzy and Mattingly, Jacqui}, month = dec, year = {2017}, note = {Accepted: 2018-01-22T11:24:58Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5VKF6VFB 4869029:MTZ4DKRN}, keywords = {⛔ No DOI found}, } @article{roland_p_2017, title = {P for {Platform}. {Architectures} of large-scale participatory design}, volume = {29}, abstract = {Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design.}, language = {en}, author = {Roland, Lars Kristian and Sanner, Terje Aksel}, year = {2017}, pages = {33}, } @techreport{zubairi_pakistan_2022, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, urldate = {2023-11-08}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, year = {2022}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/4PAZ4ZQH}, abstract = {The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.}, language = {eng}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.5281/zenodo.3891379}, note = {EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI}, keywords = {C:Pakistan, F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_C:Bangladesh BGD, \_C:Ethiopia ETH, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:United Kingdom GBR, \_C:United States USA, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:CopiedFromEvLib, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/8IJT433J}, language = {EN}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.3885606}, note = {EdTechHub.Source: 2405685:9TKV7H6E KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:Z2VNN7ER}, keywords = {Author:OpenDevEd, F: Helpdesk response, L:Out-of-school populations, LP: English, \_C:Bangladesh BGD, \_C:China CHN, \_C:India IND, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_EdTechHub\_Output, \_GS:indexed, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:CopiedFromEvLib, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @misc{graham_pandemic_2020, title = {Pandemic underscores gross inequalities in {South} {Africa}, and the need to fix them}, url = {http://theconversation.com/pandemic-underscores-gross-inequalities-in-south-africa-and-the-need-to-fix-them-135070}, abstract = {While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers.}, language = {en}, urldate = {2020-04-20}, journal = {The Conversation}, author = {Graham, Lauren}, month = apr, year = {2020}, note = {Library Catalog: theconversation.com KerkoCite.ItemAlsoKnownAs: 2129771:HT28YU32}, } @misc{noauthor_paperdigest_2023, title = {paperdigest ({AI}-{Powered} {Research} {Platform})}, url = {https://www.paperdigest.org}, abstract = {Based in New York, we serve users from thousands of universities \& companies on search, review, text rewriting and more.}, language = {en-US}, urldate = {2024-01-19}, journal = {Paper Digest}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8A9IMWID 2405685:W9ZJSRE6 2486141:P4Y6JGVW}, } @article{chambers_paradigm_1994, title = {Paradigm shifts and the practice of participatory research and development}, author = {Chambers, Robert}, year = {1994}, note = {Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:E7GQRLKU}, keywords = {⛔ No DOI found}, } @article{ezekoye_paradigms_2017, title = {Paradigms for {Networking} {Universities} and {Vocational} {Education} and {Training} ({VET}) {Institutions} on {Competency}-{Based} {Further} {Education} in {Sub}-{Saharan} {Africa}}, language = {en}, author = {Ezekoye, Benadeth N}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:4VJR4K93 KerkoCite.ItemAlsoKnownAs: 2129771:D6URN4W6 2317526:4VJR4K93}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {11}, } @book{secretariat_parametric_2022, title = {Parametric {Climate} {Insurance} {Using} {Blockchain} {Technology}: {A} {Feasibility} {Study} on {Technical} and {Economic} {Viability} in {Fiji}}, shorttitle = {Parametric {Climate} {Insurance} {Using} {Blockchain} {Technology}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1087}, abstract = {Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = nov, year = {2022}, doi = {10.14217/comsec.1087}, } @article{oketch_parental_2012, title = {Parental aspirations for their children’s educational attainment and the realisation of universal primary education ({UPE}) in {Kenya}: {Evidence} from slum and non-slum residences}, url = {http://www.sciencedirect.com/science/article/pii/S0738059311000526?via%3Dihub}, doi = {10.1016/j.ijedudev.2011.04.002}, abstract = {There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd.}, language = {en}, author = {Oketch, Mutisya, M., Sagwe, J., , M.}, year = {2012}, note = {zotzenLib.CopiedFrom: 2317526:K7JEW9VK KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.04.002 2129771:5Q3BIQHB 2317526:K7JEW9VK}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:attainment, F:learning, P:health, P:logistics, P:measurement, P:mechanic, Q:primary education, T:career, Z:Benefits of education, Z:Career aspirations, Z:Parental involvement, Z:Regional disparities in access and learning, Z:Regional disparities in resourcing, publicImportV1}, pages = {1203}, } @book{blimpo_parental_2015, address = {Washington D. C}, title = {Parental {Human} {Capital} and {Effective} {School} {Management}: {Evidence} from the {Gambia}.}, url = {http://documents1.worldbank.org/curated/en/923441468191341801/pdf/WPS7238.pdf}, publisher = {World Bank}, author = {Blimpo, M. and Evans, D. and Lahire, N.}, year = {2015}, } @article{cashman_parental_2021, title = {Parental involvement in low-achieving children’s learning: {The} role of household wealth in rural {India}}, volume = {105}, issn = {0883-0355}, shorttitle = {Parental involvement in low-achieving children’s learning}, url = {https://www.sciencedirect.com/science/article/pii/S0883035520318073}, doi = {10.1016/j.ijer.2020.101701}, abstract = {Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Research}, author = {Cashman, Laura and Sabates, Ricardo and Alcott, Benjamin}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101701 2129771:AQXJKJKK}, keywords = {Asset ownership, India, Parental involvement, Principal component analysis, Wealth}, pages = {101701}, } @article{nagaballi_pareto_2020, title = {Pareto optimality and game theory approach for optimal deployment of {DG} in radial distribution system to improve techno-economic benefits}, volume = {92}, issn = {1568-4946}, url = {https://www.sciencedirect.com/science/article/pii/S1568494620301745}, doi = {10.1016/j.asoc.2020.106234}, abstract = {This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.}, language = {en}, urldate = {2021-03-07}, journal = {Applied Soft Computing}, author = {Nagaballi, Srinivas and Kale, Vijay S.}, month = jul, year = {2020}, keywords = {Distributed generation, Game theory, Improved raven roosting optimization, Pareto optimality, Radial distribution system, Swarm intelligence algorithms, Technical and economical issues}, pages = {106234}, } @misc{noauthor_parsifal_nodate, title = {Parsifal - {Perform} {Systematic} {Literature} {Reviews}}, url = {https://parsif.al/}, abstract = {Parsifal is a tool to support researchers to perform systematic literature reviews. Performing a systematic literature review is a labor-intensive task that requires a huge amount of work from the researcher. Parsifal will help you planning, conducting and reporting the review.}, language = {en}, urldate = {2024-01-20}, journal = {Parsifal}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IIK7WIGU 2405685:EPGBQNMQ 2486141:HPI6447P}, } @article{impedovo_participating_2016, title = {Participating in an international master’s programme: impact on agency for {African} in-service teachers}, volume = {42}, shorttitle = {Participating in an international master’s programme}, doi = {10.1080/19415257.2016.1146624}, number = {5}, journal = {Professional Development in Education}, author = {Impedovo, Maria Antonietta and Ligorio, Maria Beatrice}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2016.1146624 10/gf62g4 2129771:LENBA5BD}, keywords = {\_\_C:filed:1}, pages = {854--857}, } @book{williams_participatory_2021, title = {Participatory {Case} {Study} {Work}: {Approaches}, {Authenticity} and {Application} in {Ageing} {Studies}}, shorttitle = {Participatory {Case} {Study} {Work}}, language = {Inglés}, editor = {Williams, Sion and Keady, John}, year = {2021}, } @techreport{napier_participatory_2017, address = {Oxford}, title = {Participatory {Learning} and {Action} ({PLA})}, url = {https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Participatory-learning-and-action.pdf}, urldate = {2022-12-30}, institution = {INTRAC for Civil Society}, author = {Napier, Alison and Simister, Nigel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PC2DK9W8}, } @article{maistry_participatory_2019, series = {Journal {Article}}, title = {Participatory {Management} as an {Enabler} of {Articulation} in the {Post}-{School} {Environment}: {A} case study of a {University} of {Technology} and {Technical} and {Vocational} {Education} and {Training} {College}}, abstract = {This paper is based on a study which aimed to explore factors which enable articulation and are challenges to successful articulation from a management perspective between two kinds of higher educational institutions: Universities of Technology and Technical and Vocational Education and Training Colleges. The study assumed that participatory management could contribute to improving the quality of management and the uneven quality of articulation possibilities and cooperation, as identified in the White Paper for Post School Education and Training (Republic of South Africa, DHET, 2013). Individuals from senior management and academic staff of both institutions formed the sample for this qualitative study. Interview schedules were used as data collection instruments and analysis of data was thematic. The findings highlighted the existing management systems within and between the two institutions; enablers of and challenges to articulation; and an understanding of participatory management within and between the two institutions. One of the objectives of this study, which is covered in the final part of this paper, was a framework for participatory management of articulation processes between the two institutions.}, author = {Maistry, Anandh and {Durban University of Technology} and Lortan, Darren Brendan and Grobbelaar, Heleen}, editor = {Maistry, Anandh; Durban University of Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N54QYVJB}, keywords = {⛔ No DOI found}, } @article{bergold_participatory_2012, title = {Participatory {Research} {Methods}: {A} {Methodological} {Approach} in {Motion}}, volume = {13}, copyright = {Copyright (c) 2012 Jarg Bergold, Stefan Thomas}, issn = {1438-5627}, shorttitle = {Participatory {Research} {Methods}}, url = {https://www.qualitative-research.net/index.php/fqs/article/view/1801}, doi = {10.17169/fqs-13.1.1801}, abstract = {This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302}, language = {de}, number = {1}, urldate = {2022-12-30}, journal = {Forum Qualitative Sozialforschung / Forum: Qualitative Social Research}, author = {Bergold, Jarg and Thomas, Stefan}, month = jan, year = {2012}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.17169/fqs-13.1.1801 2129771:UHLQGFHH}, keywords = {academic requirements, degrees of participation, ethical norms, focus group, interview, marginalization, participatory research methods, quality criteria, reflexivity, safe space, subjectivity}, } @article{chandra_participatory_2010, title = {Participatory rural appraisal}, volume = {163}, journal = {Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. \& Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin}, author = {Chandra, Ganesh}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K7NJY4DU}, keywords = {⛔ No DOI found}, pages = {286--302}, } @article{campbell_participatory_2001, title = {Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims}, volume = {60}, shorttitle = {Participatory rural appraisal as qualitative research}, doi = {10.17730/humo.60.4.4bgnlmy60fkvq4r2}, number = {4}, journal = {Human Organization}, author = {Campbell, John R.}, year = {2001}, note = {Publisher: Society for Applied Anthropology KerkoCite.ItemAlsoKnownAs: 10.17730/humo.60.4.4bgnlmy60fkvq4r2 2129771:YB3BWPNQ}, pages = {380--389}, } @article{macentee_participatory_2020, title = {Participatory visual methods and school-based responses to {HIV} in rural {South} {Africa}: insights from youth, preservice and inservice teachers}, volume = {20}, issn = {1468-1811, 1468-1811}, url = {https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers}, doi = {10.1080/14681811.2019.1661833}, abstract = {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.}, language = {English}, number = {3}, journal = {Sex Education: Sexuality, Society and Learning}, author = {MacEntee, Katie}, year = {2020}, note = {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}, pages = {316--333}, } @article{tangjuank_particle_2011, title = {Particle {Boards} from {Papyrus} {Fibers} as {Thermal} {Insulation}}, volume = {11}, issn = {18125654}, url = {https://www.scialert.net/abstract/?doi=jas.2011.2640.2645}, doi = {10.3923/jas.2011.2640.2645}, number = {14}, urldate = {2023-11-07}, journal = {Journal of Applied Sciences}, author = {Tangjuank, Singhadej and Kumfu, Supreya}, month = jul, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:6IIZWDPI 2486141:U9QN34IG}, pages = {2640--2645}, } @article{tangjuank_particle_2011, title = {Particle {Boards} from {Papyrus} {Fibers} as {Thermal} {Insulation}}, volume = {11}, issn = {18125654}, url = {https://www.scialert.net/abstract/?doi=jas.2011.2640.2645}, doi = {10.3923/jas.2011.2640.2645}, number = {14}, urldate = {2022-06-02}, journal = {Journal of Applied Sciences}, author = {Tangjuank, Singhadej and Kumfu, Supreya}, month = jul, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:EX5244F6}, pages = {2640--2645}, } @article{verger_partnering_2017, title = {Partnering with the private sector in the post-2015 era? {The} main political and social implications in the educational arena}, volume = {245}, shorttitle = {Partnering with the private sector in the post-2015 era?}, url = {https://www.academia.edu/download/53505790/Verger___Moschetti_2017.pdf}, urldate = {2024-03-04}, journal = {Progressive Lab for Sustainable Development}, author = {VERGER, ANTONI and MOSCHETTI, MAURO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:J4IRYZ4N}, keywords = {Final\_citation, ⛔ No DOI found}, } @misc{bajinder_pal_singh_partnerships_2019, type = {Education}, title = {Partnerships in {Education}}, url = {https://www.slideshare.net/bajinder/partnerships-in-education-133156231}, abstract = {Partnerships in Education Models, Types, Reach, Benefits, Pitfalls,}, urldate = {2021-03-24}, author = {Bajinder Pal Singh}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G9Z6ZGIS 2486141:NSARQ8SB}, } @article{lee_partnerships_2010, title = {Partnerships with industry for efficient and effective implementation of {TVET}}, url = {http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39}, abstract = {This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.}, language = {en}, journal = {International Journal of Vocational Education and Training}, author = {Lee, J}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GRLB4Y43 2317526:AVZ9A8SE UTI-6ADD4FC1-2383-305A-A941-0CBC2A5A6CC8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:policy, Q:distance learning, R:evaluation, T:Ausbildung, T:Educação profissionalizante, T:TVET, T:firm-based training, publicImportV1, ⛔ No DOI found}, } @book{feinstein__2008, address = {London}, title = {: {Passing} {Success} {Across} the {Generations}}, isbn = {978-0-203-89492-7}, abstract = {Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.}, publisher = {Routledge}, author = {Feinstein, Leon and Duckworth, Kathryn and Sabates, Ricardo}, month = jun, year = {2008}, doi = {10.4324/9780203894927}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780203894927 2129771:I8YS7Z3I}, } @article{kallinikos_patient_2014, title = {Patient data as medical facts: social media practices as a foundation for medical knowledge creation}, volume = {25}, doi = {10.1287/isre.2014.0544}, language = {en}, number = {4}, journal = {Information Systems Research}, author = {Kallinikos, J and Tempini, N}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2014.0544 2129771:45XFMRWY 2486141:AF4BKB5P}, pages = {817--833}, } @inproceedings{adesina_pattern_nodate, address = {Accra Ghana}, title = {Pattern of accessibility and use of {Nigeria}-education.org as an online education resource}, language = {en}, booktitle = {Paper presentation. 2nd {International} {Conference} on {Education} {Research} for {Development} in {Africa}}, author = {Adesina, Adedoyin}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AP5VMIXP 2129771:ZIQS9438 2486141:2WRQ5BSR}, keywords = {⛔ No DOI found}, } @article{bhutoria_patterns_2022, title = {Patterns of cognitive returns to {Information} and {Communication} {Technology} ({ICT}) use of 15-year-olds: {Global} evidence from a {Hierarchical} {Linear} {Modeling} approach using {PISA} 2018}, volume = {181}, issn = {0360-1315}, shorttitle = {Patterns of cognitive returns to {Information} and {Communication} {Technology} ({ICT}) use of 15-year-olds}, url = {https://www.sciencedirect.com/science/article/pii/S0360131522000185}, doi = {10.1016/j.compedu.2022.104447}, abstract = {Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.}, language = {en}, urldate = {2022-04-15}, journal = {Computers \& Education}, author = {Bhutoria, Aditi and Aljabri, Nayyaf}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104447 2129771:ETM3LPH2 2129771:QZSRV7RA 2129771:RPJ6C8FM}, keywords = {Concave returns, Hierarchical linear modeling (HLM), Information and communication technology (ICT), Organisation of economic cooperation and development (OECD), Programme for international student assessment (PISA), \_genre:PR-primary\_research}, pages = {104447}, } @misc{noauthor_pdia_nodate, title = {{PDIA} {Toolkit}}, url = {https://bsc.cid.harvard.edu/PDIAtoolkit}, language = {en}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8JA8PB7Z}, } @techreport{samji_pdia_2018, title = {{PDIA} toolkit: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, urldate = {2022-12-09}, institution = {Center for International Development at Harvard University}, author = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 4804264:XZM3LSDQ}, keywords = {Final\_citation, cited, existing}, } @techreport{samji_pdia_2018, title = {{PDIA} toolkit: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, urldate = {2022-12-09}, institution = {Center for International Development at Harvard University}, author = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VLYAZJ5X 4426965:9XDS5WDJ 4804264:XZM3LSDQ}, } @techreport{noauthor_pdiatoolkit_ver_1_oct_2018pdf_nodate, title = {pdiatoolkit\_ver\_1\_oct\_2018.pdf}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, urldate = {2023-01-16}, } @article{vijil-morin_pedagogiabrazo_2020, title = {Pedagogía del abrazo: una propuesta educativa}, url = {https://www.horacero.org/pedagogia-del-abrazo}, abstract = {La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo.}, language = {Spanish}, urldate = {2022-06-20}, author = {Vijil-Morin, Alejandra}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:MI6IXF3G}, keywords = {Author:OpenDevEd, ⛔ No DOI found}, } @article{hennessy_pedagogic_2015, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, copyright = {Creative Commons Attribution 4.0 International}, issn = {02671522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_C:Australia AUS, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tonga TON, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, \_r:ImportedToMyEducationEvidence, \_yl:a, digital technology, docs.opendeved.net, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{machaba_pedagogical_2017, title = {Pedagogical {Demands} in {Mathematics} and {Mathematical} {Literacy}: {A} {Case} of {Mathematics} and {Mathematical} {Literacy} {Teachers} and {Facilitators}}, volume = {14}, issn = {13058223}, shorttitle = {Pedagogical {Demands} in {Mathematics} and {Mathematical} {Literacy}}, url = {https://www.ejmste.com/article/pedagogical-demands-in-mathematics-and-mathematical-literacy-a-case-of-mathematics-and-mathematical-5244}, doi = {10.12973/ejmste/78243}, abstract = {The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.}, language = {en}, number = {1}, urldate = {2022-04-29}, journal = {EURASIA Journal of Mathematics, Science and Technology Education}, author = {Machaba, France Masilo}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/78243 2486141:M29F3K2N}, } @article{yue_pedagogical_2022, title = {Pedagogical design of {K}-12 artificial intelligence education: {A} systematic review}, volume = {14}, shorttitle = {Pedagogical design of {K}-12 artificial intelligence education}, url = {https://www.mdpi.com/2071-1050/14/23/15620}, doi = {10.3390/su142315620}, number = {23}, urldate = {2024-02-24}, journal = {Sustainability}, author = {Yue, Miao and Jong, Morris Siu-Yung and Dai, Yun}, year = {2022}, note = {Publisher: MDPI}, pages = {15620}, } @article{ozdamli_pedagogical_2012, title = {Pedagogical framework of m-learning}, volume = {31}, doi = {10.1016/j.sbspro.2011.12.171}, journal = {Procedia-Social and Behavioral Sciences}, author = {Ozdamli, Fezile}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2011.12.171 10/fzgsqg 2129771:87Y39DTV 257089:RC78U72C}, pages = {927--931}, } @inproceedings{dembele_pedagogical_2003, title = {Pedagogical renewal and teacher development in sub-{Saharan} {Africa}: {A} thematic synthesis}, shorttitle = {Pedagogical renewal and teacher development in sub-{Saharan} {Africa}}, booktitle = {Background paper for the {Beinnial} {Meeting} of {ADEA}, {Grand} {Baie} {Mauritius}}, publisher = {Citeseer}, author = {Dembélé, Martial and Miaro-II, Be Rammaj}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3V4572ND}, keywords = {⛔ No DOI found}, } @article{hardman_pedagogical_2008, title = {Pedagogical renewal: {Improving} the quality of classroom interaction in {Nigerian} primary schools}, volume = {28}, issn = {0738-0593}, shorttitle = {Pedagogical renewal}, url = {http://www.sciencedirect.com/science/article/pii/S0738059307000235}, doi = {10.1016/j.ijedudev.2007.02.008}, abstract = {This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.}, number = {1}, urldate = {2015-10-15}, journal = {International Journal of Educational Development}, author = {Hardman, Frank and Abd-Kadir, Jan and Smith, Fay}, month = jan, year = {2008}, note = {00109 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2007.02.008 10/cq6k4z 2129771:4Y992QRW 261495:A886PDXT}, pages = {55--69}, } @article{altinyelken_pedagogical_2010, title = {Pedagogical renewal in sub‐{Saharan} {Africa}: the case of {Uganda}}, volume = {46}, issn = {0305-0068, 1360-0486}, shorttitle = {Pedagogical renewal in sub‐{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050061003775454}, doi = {10.1080/03050061003775454}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Altinyelken, Hülya K.}, month = may, year = {2010}, note = {shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF}, keywords = {C:sub-Saharan Africa, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {151--171}, } @article{aartun_pedagogies_2022, title = {Pedagogies of embodiment in physical education – a literature review}, volume = {27}, issn = {1357-3322}, url = {https://doi.org/10.1080/13573322.2020.1821182}, doi = {10.1080/13573322.2020.1821182}, abstract = {Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.}, number = {1}, urldate = {2022-04-05}, journal = {Sport, Education and Society}, author = {Aartun, Iselin and Walseth, Kristin and Standal, Øyvind Førland and Kirk, David}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13573322.2020.1821182}, keywords = {critical reflection, embodiment, experience, movement exploration, pedagogies, physical education}, pages = {1--13}, } @book{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N and Brown, R}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V}, } @techreport{westbrook_pedagogy_2013, type = {Final {Report}: {Education} {Rigorous} {Literature} {Review}}, title = {Pedagogy, curriculum, teaching practices and teacher education in developing countries}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867}, institution = {Department for International Development and Centre for International Education, University of Sussex}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {Publisher: EPPI-Centre, Social Science Research Unit, Institute of Education …}, keywords = {Read, ⛔ No DOI found}, } @techreport{westbrook_pedagogy_2013, title = {Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report.}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, number = {2110}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N. and Brown, R. and Orr, D. and Pryor, J. and Boddy, J. and Salvi, F.}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2CLIHNGB 261495:KA7JI6XK}, } @techreport{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education} in {Developing} {Countries}. {Final} {Report}. {Education} {Rigorous} {Literature} {Review}}, language = {en}, institution = {Department for International Development}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:859VBG8Z 2129771:9AZDKKAA 2129771:HIBUHJUU 2129771:WWDS7WLV 2339240:86HQML65 2405685:C85ZIVDI 2486141:7UV2FD7Y 2486141:BL88RTMF}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1}, } @article{onyesolo_pedagogy_2013, title = {Pedagogy: {Instructivism} to socio-constructivism through virtual reality}, volume = {4}, shorttitle = {Pedagogy}, number = {9}, journal = {International Journal of Advanced Computer Science and Applications}, author = {Onyesolo, M. and Nwasor, V. and Ositanwosu, O. and Iwegbuna, O.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4P5YU5KU 2486141:VGYHUN6S}, keywords = {⛔ No DOI found}, } @book{freire_pedagogy_1970, address = {New York}, title = {Pedagogy of the oppressed}, publisher = {The Continuum International Publishing Group Inc}, author = {Freire, Paulo}, year = {1970}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5V53DVUR 2486141:R24UQV52}, } @misc{noauthor_pedagogy_nodate, title = {Pedagogy of the {Oppressed}: 50th {Anniversary} {Edition}, {Edition} 4 by {Paulo} {Freire} – {Books} on {Google} {Play}}, url = {https://play.google.com/store/books/details/Paulo_Freire_Pedagogy_of_the_Oppressed?id=OrVLDwAAQBAJ}, urldate = {2022-02-23}, } @article{duflo_peer_2011, title = {Peer effects, teacher incentives, and the impact of tracking: {Evidence} from a randomized evaluation in {Kenya}}, volume = {101}, url = {https://doi.org/10.1257/aer.101.5.1739.}, doi = {10.1257/aer.101.5.1739}, number = {5}, journal = {The American Economic Review}, author = {Duflo, E. and Dupas, P. and Kremer, M.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E4SEJPBH 2129771:RXYWAM5R}, pages = {1739--1774}, } @article{masaiti_peer-reviewed_nodate, title = {Peer-reviewed article {Faculty} productivity in {Zambian} higher education in the face of internationalization: unpacking research, publication and citation at the {University} of {Zambia}}, shorttitle = {Peer-reviewed article {Faculty} productivity in {Zambian} higher education in the face of internationalization}, url = {https://www.researchgate.net/profile/Kennedy-Mwila-2/publication/351214927_Faculty_productivity_in_Zambian_higher_education_in_the_face_of_internationalization_Unpacking_research_publication_and_citation_at_the_University_of_Zambia/links/6091880a299bf1ad8d78986a/Faculty-productivity-in-Zambian-higher-education-in-the-face-of-internationalization-Unpacking-research-publication-and-citation-at-the-University-of-Zambia.pdf}, urldate = {2023-12-05}, author = {Masaiti, Gift and Mwila, Kennedy and Kulyambanino, Cecilia and Njobvu, Tommie}, keywords = {⛔ No DOI found}, } @techreport{abed_per1_2019, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource} ({PER})}, title = {{PER1}. {Toolkit} for discussion ({Technology}, {Resources} and {Learning}: {Productive} {Classroom} {Practices} and {Effective} {Teacher} {Professional} {Development}) [{English}, {Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{PER1}. {Toolkit} for discussion ({Technology}, {Resources} and {Learning}}, url = {https://docs.etechhub.org/lib/QKTH39RC}, abstract = {Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from:  Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., \& Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.}, language = {English}, number = {1}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2019}, doi = {10.5281/zenodo.3374429}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3374429 2129771:QKTH39RC 2292090:J4YXVZND}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_per2_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER2}. {Characteristics} of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play? [{English}/{Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {2}, institution = {Activating EdTech}, author = {Haßler, Björn and Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane}, year = {2020}, doi = {10.5281/zenodo.4518856}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4518856 2129771:HTCRZNIB}, keywords = {Author:Haßler, Author:OpenDevED, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:d}, } @techreport{hasler_per3_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER3}. {Principles} for {Digital} {Development} in {Education}}, copyright = {Creative Commons Attribution 4.0 International}, language = {en}, number = {No 2 [en]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4516595}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516595 2129771:MASKQE78}, keywords = {Author:Haßler, Author:OpenDevED, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:e}, } @techreport{alawamleh_per4_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER4}. {UIS} {EdTech} {Indicators} [{English}/{Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {English, Arabic}, number = {No 4 [en]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Alawamleh, Nour and Abed, Reema and Khalayleh, Abdullah and Metni, Eliane and Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4498776}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498776 2129771:C8DVUY2N}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence, language:Arabic, language:English}, } @misc{hasler_per5_2019, title = {{PER5}. {Spreadsheet}: {Strategies} for {Effective} {Teaching} and {Learning} [{English}, {Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {English, Arabic}, urldate = {2019-12-31}, publisher = {Activating EdTech}, author = {Haßler, Björn and Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane}, month = may, year = {2019}, doi = {10.5281/zenodo.4498273}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498273 2129771:JXNELBDJ}, keywords = {Author:Haßler, Author:OpenDevED, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:m, language:Arabic, language:English}, } @techreport{hasler_per5_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER5}. {Strategies} for {Effective} {Teaching} and {Learning} [{English}, {Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {English, Arabic}, number = {No 5 [ar,en]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Haßler, Björn and Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane}, year = {2020}, doi = {10.5281/zenodo.4498234}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498234 2129771:YWK43MTI}, keywords = {Author:Haßler, Author:OpenDevED, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:f, language:Arabic, language:English}, } @techreport{abed_per6_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER6}. {The} {SABER}-{ICT} policy framework in brief [{Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {No 6 [ar]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.4495759}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495759 2129771:4EF7UEUF}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, language:Arabic}, } @techreport{abed_per6_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER6}. {The} {SABER}-{ICT} policy framework in brief [{Arabic}/{English}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {English, Arabic}, number = {No 6 [ar,en]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.4495755}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495755 2129771:5H9PZXCG}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence, language:Arabic, language:English}, } @techreport{abed_per6_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER6}. {The} {SABER}-{ICT} policy framework in brief [{English}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/LYABC83R}, language = {eng}, number = {No 6 [en]}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.4494983}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4494983 2129771:LYABC83R}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, language:English}, } @article{lan_perceived_2020, title = {Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort}, volume = {30}, issn = {0905-6947, 1600-0668}, url = {https://onlinelibrary.wiley.com/doi/10.1111/ina.12685}, doi = {10.1111/ina.12685}, abstract = {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.}, language = {en}, number = {5}, urldate = {2023-03-01}, journal = {Indoor Air}, author = {Lan, Li and Xia, Lulu and Hejjo, Rihab and Wyon, David P. and Wargocki, Pawel}, month = sep, year = {2020}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12685 2129771:22S8LX8P 2129771:AV9UG7ZZ 2129771:ZYKJGVQX 4682641:6U56RJSF 4682641:NY7JHG8I}, keywords = {BE:RELEVANT}, pages = {841--859}, } @article{bandura_perceived_1993, title = {Perceived {Self}-{Efficacy} in {Cognitive} {Development} and {Functioning}}, volume = {28}, issn = {0046-1520}, url = {https://doi.org/10.1207/s15326985ep2802_3}, doi = {10.1207/s15326985ep2802_3}, abstract = {In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.}, number = {2}, urldate = {2022-04-01}, journal = {Educational Psychologist}, author = {Bandura, Albert}, month = mar, year = {1993}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1207/s15326985ep2802\_3 KerkoCite.ItemAlsoKnownAs: 10.1207/s15326985ep2802\_3 2129771:DIRGJ5HZ 2486141:CXADYKM9}, pages = {117--148}, } @article{suarez-guerrero_percepcion_2016, title = {Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español}, volume = {24}, shorttitle = {Percepción docente sobre la transformación digital del aula a través de tabletas}, doi = {10.3916/c49-2016-08}, number = {49}, journal = {Comunicar: Revista Científica de Comunicación y Educación}, author = {Suárez-Guerrero, Cristóbal and Lloret-Catalá, Carmen and Mengual-Andrés, Santiago}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3916/c49-2016-08 10/gf62jn 2129771:LWWF5BRG}, keywords = {\_\_C:filed:1}, pages = {81--89}, } @article{barreda_perception_2021, title = {Perception of gender in children's voices}, volume = {150}, issn = {0001-4966}, url = {https://asa.scitation.org/doi/10.1121/10.0006785}, doi = {10.1121/10.0006785}, language = {en}, number = {5}, urldate = {2023-03-01}, journal = {The Journal of the Acoustical Society of America}, author = {Barreda, Santiago and Assmann, Peter F.}, month = nov, year = {2021}, pages = {3949--3963}, } @article{barreda_perception_2021, title = {Perception of gender in children's voices}, volume = {150}, issn = {0001-4966}, url = {https://asa.scitation.org/doi/10.1121/10.0006785}, doi = {10.1121/10.0006785}, number = {5}, urldate = {2022-06-03}, journal = {The Journal of the Acoustical Society of America}, author = {Barreda, Santiago and Assmann, Peter F.}, month = nov, year = {2021}, note = {Publisher: Acoustical Society of America KerkoCite.ItemAlsoKnownAs: 10.1121/10.0006785 2129771:HI6VSIF4}, pages = {3949--3963}, } @article{ibrahim_perception_2023, title = {Perception, performance, and detectability of conversational artificial intelligence across 32 university courses}, volume = {13}, url = {https://www.nature.com/articles/s41598-023-38964-3}, number = {1}, urldate = {2024-02-24}, journal = {Scientific Reports}, author = {Ibrahim, Hazem and Liu, Fengyuan and Asim, Rohail and Battu, Balaraju and Benabderrahmane, Sidahmed and Alhafni, Bashar and Adnan, Wifag and Alhanai, Tuka and AlShebli, Bedoor and Baghdadi, Riyadh}, year = {2023}, note = {Publisher: Nature Publishing Group UK London}, keywords = {❓ Multiple DOI}, pages = {12187}, } @article{mcnally_perceptions_2013, title = {Perceptions of caring for children with disabilities: {Experiences} from {Moshi}, {Tanzania}}, volume = {2}, shorttitle = {Perceptions of caring for children with disabilities}, doi = {10.4102/ajod.v2i1.21}, number = {1}, journal = {African journal of disability}, author = {McNally, Anna and Mannan, Hasheem}, year = {2013}, note = {Publisher: AOSIS}, pages = {1--10}, } @article{basal_perceptions_2015, title = {Perceptions of pre-service {English} teachers towards the integration of an {LMS} into {English} language teacher education}, volume = {23}, issn = {1059-7069, 1059-7069}, url = {https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education}, abstract = {With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.}, language = {English}, number = {4}, journal = {Journal of Technology and Teacher Education}, author = {Basal, Ahmet}, month = oct, year = {2015}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773217832?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:6R226P29 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational technology, English (Second Language), English teachers, Foreign Countries, Foreign language instruction, Higher Education, Language Teachers, Language teachers, Learning management systems, Likert Scales, Management Systems, Mixed Methods Research, Positive Attitudes, Postsecondary Education, Preservice Teachers, Questionnaires, Second Language Instruction, Second Language Learning, Semi Structured Interviews, Student Attitudes, Teacher Education, Teacher education, Technology Integration, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096949, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {485--507}, } @article{huffman_perceptions_2003, title = {Perceptions of professional learning communities}, volume = {6}, doi = {10.1080/1360312022000017480}, number = {3}, journal = {Int. Leadership in Education}, author = {Huffman, Jane and Jacobson, Arminta}, year = {2003}, note = {ISBN: 1360-3124 Publisher: Taylor \& Francis}, pages = {239--250}, } @article{sulaymani_perezhivanie_2019, title = {Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with {iPads} in the early years of school in {Saudi} {Arabia}}, volume = {189}, doi = {10.1080/03004430.2017.1316267}, number = {2}, journal = {Early Child Development and Care}, author = {Sulaymani, Omar and Fleer, Marilyn}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1316267 10/gdm2tw 2129771:N66AMHEB 2129771:XQN2CYUL 2129771:ZTI4F3VT}, keywords = {\_\_C:filed:1}, pages = {255--269}, } @article{aaltonen_perinteisista_2018, title = {Perinteisistä oppimisympäristöistä villeihin: {Sitoutuneisuuden} taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa {ViLLE}-oppimisympäristössä matematiikan oppitunneilla}, shorttitle = {Perinteisistä oppimisympäristöistä villeihin}, author = {Aaltonen, Antti and Hotanen, Valtteri}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9UM4DBF8 2129771:LE42G9W3 2129771:SSQ36H4W}, keywords = {\_C:Myanmar MMR, \_C:Netherlands NLD, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{tull_period_2019, title = {Period {Poverty} {Impact} on the {Economic} {Empowerment} of {Women}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14348}, abstract = {The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied.}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = jan, year = {2019}, note = {Accepted: 2019-02-19T15:44:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BEQGHZ9F 4869029:EGPQBA2H}, keywords = {⛔ No DOI found}, } @article{benshaul-tolonen_period_2020, title = {Period teasing, stigma and knowledge: {A} survey of adolescent boys and girls in {Northern} {Tanzania}}, volume = {15}, shorttitle = {Period teasing, stigma and knowledge}, doi = {10.1371/journal.pone.0239914}, number = {10}, journal = {PloS one}, author = {Benshaul-Tolonen, Anja and Aguilar-Gomez, Sandra and Heller Batzer, Naomi and Cai, Rebecca and Nyanza, Elias Charles}, year = {2020}, note = {Publisher: Public Library of Science San Francisco, CA USA KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0239914 2129771:PR524GTH}, keywords = {\_yl:b}, pages = {e0239914}, } @phdthesis{bennett_permanent_nodate, address = {Exeter}, type = {Doctorate in {Educational} {Psychology}}, title = {Permanent {Exclusion} {Experiences} of {Black} {Girls} in the {UK}}, school = {University of Exeter}, author = {Bennett, Gemma}, } @misc{noauthor_permanent_nodate, title = {Permanent {Working} {Group}}, url = {https://tvetinkenya.net/about-us}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EP6IQ43R}, } @misc{government_of_kenya_permanent_nodate, title = {Permanent {Working} {Group} on {TVET} in {Kenya}}, url = {https://tvetinkenya.net/about-us}, abstract = {An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation}, language = {en-US}, urldate = {2020-05-27}, journal = {Permanent Working Group on TVET in Kenya}, author = {Government of Kenya}, note = {Library Catalog: tvetinkenya.net KerkoCite.ItemAlsoKnownAs: 2129771:GHBBWHEV 2317526:UWBRV7AH}, } @misc{noauthor_perplexity_nodate, title = {Perplexity}, url = {https://www.perplexity.ai/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JZP2BYPJ 2405685:6XXGRAT5 2486141:U9FCFT6G}, } @misc{aayush_perplexity_2023, title = {Perplexity {AI}: {Review}, {Advantages} \& {Guide} (2023)}, shorttitle = {Perplexity {AI}}, url = {https://www.elegantthemes.com/blog/business/perplexity-ai}, abstract = {AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]}, language = {en}, urldate = {2024-01-22}, journal = {Elegant Themes Blog}, author = {Aayush}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JJCWIY7C 2405685:YMCJBWYJ 2486141:7S6I2AFZ}, } @inproceedings{braga_personalization_2023, title = {Personalization in bert with adapter modules and topic modelling}, url = {https://ceur-ws.org/Vol-3448/paper-13.pdf}, urldate = {2024-02-23}, booktitle = {Proceedings of the 13th {Italian} {Information} {Retrieval} {Workshop} ({IIR} 2023). {Pisa}, {Italy}}, author = {Braga, Marco and Raganato, Alessandro and Pasi, Gabriella}, year = {2023}, keywords = {⛔ No DOI found}, pages = {24--29}, } @article{bhutoria_personalized_2022, title = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}: {A} systematic review using a {Human}-{In}-{The}-{Loop} model}, volume = {3}, issn = {2666-920X}, shorttitle = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}}, url = {https://www.sciencedirect.com/science/article/pii/S2666920X22000236}, doi = {10.1016/j.caeai.2022.100068}, abstract = {The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.}, language = {en}, urldate = {2022-04-15}, journal = {Computers and Education: Artificial Intelligence}, author = {Bhutoria, Aditi}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR}, keywords = {Artificial intelligence, Big data, China, India, Personalized education, USA, \_genre:LR-literature\_review}, pages = {100068}, } @incollection{vivitsou_perspectives_2023, address = {Cham}, title = {Perspectives and {Metaphors} of {Learning}: {A} {Commentary} on {James} {Lester}’s {Narrative}-{Centered} {AI}-{Based} {Environments}}, isbn = {978-3-031-09687-7}, shorttitle = {Perspectives and {Metaphors} of {Learning}}, url = {https://doi.org/10.1007/978-3-031-09687-7_8}, abstract = {This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Vivitsou, Marianna}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_8}, keywords = {Agency, Crystal Island, Metaphors of learning, Narrative, Narrative-based learning}, pages = {125--136}, } @article{ireland_perspectives_2020, title = {Perspectives on {Curriculum} {Design}: {Comparing} the {Spiral} and the {Network} {Models}}, issn = {1755-6031}, shorttitle = {Perspectives on {Curriculum} {Design}}, url = {https://eric.ed.gov/?id=EJ1286824}, abstract = {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.}, language = {en}, urldate = {2021-10-17}, journal = {Research Matters}, author = {Ireland, Jo and Mouthaan, Melissa}, year = {2020}, note = {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}, } @misc{co-_perspectives_2018, title = {Perspectives on {Elections} and the {Challenges} for {Democracy} in {Nigeria}}, language = {en}, author = {{Co-}}, year = {2018}, } @book{hasler_perspectives_2016, title = {Perspectives on {Technology}, {Resources} and {Learning} - {Productive} {Classroom} {Practices}, {Effective} {Teacher} {Professional} {Development}}, shorttitle = {{ARM} {White} {Paper} 2}, url = {http://bjohas.de/Publications/Perspectives}, language = {en}, publisher = {Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, Steve and Hennessy, S and Nichol, B}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5KLTZ5JR 2129771:5RPDWPCN 2129771:8JRAXJ7D 2129771:WVJNXZDH 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW 2486141:WW7D6VCH 261495:HTPBIJ3S}, keywords = {AWP2, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:BIBBTVET, CitedIn:OER4Schools-HHH3-B, CitedIn:OER4Schools-HHH3-B-AUTHORS, CitedIn:eCubed, DIAL-RDO, Done:ReferenceFixed, IMPORT\_FROM\_DFID\_RITE, InPrep, TPD@Scale-cited, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, eCubed, ⛔ No DOI found}, } @misc{noauthor_perspectives_2023, title = {Perspectives on the pedagogical use of technology - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/pedagogical-use-of-technology/, https://opendeved.net/programmes/pedagogical-use-of-technology/}, abstract = {ARM is a leading semiconductor company, which supports other producers (such as Apple and Samsung) as an original equipment manufacturer in developing devices like phones and tablets. Additionally, they support manufacturers in exploring new business areas, including education.}, language = {en-GB}, urldate = {2024-01-06}, month = aug, year = {2023}, } @article{diaz_pervasive_2019, title = {Pervasive human-driven decline of life on {Earth} points to the need for transformative change}, volume = {366}, issn = {0036-8075, 1095-9203}, url = {https://www.science.org/doi/10.1126/science.aax3100}, doi = {10.1126/science.aax3100}, abstract = {The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration.}, language = {en}, number = {6471}, urldate = {2024-02-29}, journal = {Science}, author = {Díaz, Sandra and Settele, Josef and Brondízio, Eduardo S. and Ngo, Hien T. and Agard, John and Arneth, Almut and Balvanera, Patricia and Brauman, Kate A. and Butchart, Stuart H. M. and Chan, Kai M. A. and Garibaldi, Lucas A. and Ichii, Kazuhito and Liu, Jianguo and Subramanian, Suneetha M. and Midgley, Guy F. and Miloslavich, Patricia and Molnár, Zsolt and Obura, David and Pfaff, Alexander and Polasky, Stephen and Purvis, Andy and Razzaque, Jona and Reyers, Belinda and Chowdhury, Rinku Roy and Shin, Yunne-Jai and Visseren-Hamakers, Ingrid and Willis, Katherine J. and Zayas, Cynthia N.}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.aax3100 4804264:FL664KR5}, keywords = {Final\_citation}, pages = {eaax3100}, } @misc{noauthor_pg_2014, title = {{PG} {Day}\_Literature {Review}\_10062013\_Library {Presentation}.pdf}, url = {https://student-learning.tcd.ie/assets/PDF/PG%20Day_Literature%20Review_10062013_Library%20Presentation.pdf}, urldate = {2021-04-17}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JRQKM7J5}, } @article{summers_pharmaceutical_2001, title = {Pharmaceutical education in the {South} {African} multicultural society}, abstract = {In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates.}, language = {en}, journal = {American Journal of Pharmaceutical Education}, author = {Summers, R and Haavik, C and Summers, B and Moola, F and Lowes, M and Enslin, G}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D6AT4C4Y 2317526:654WSUFT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:outcomes, F:qualification, F:standards, P:media, P:technology, Q:degree, T:Ausbildung, publicImportV1, ⛔ No DOI found}, } @article{owusu-daaku_pharmacists_2014, title = {Pharmacists, {Pharmacy} {Training} and {Mental} {Health} {Care} {Provision} in {Ghana}}, abstract = {Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.}, language = {en}, journal = {Pharmacy Education}, author = {Owusu-Daaku, Frances}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QHNMBMY8 2317526:F7FDC49G}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:attitude, F:curriculum, P:health, P:measurement, P:media, R:impact, T:Ausbildung, Z:Pharmacists, Z:mental health, Z:pharmacy training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @misc{noauthor_phase_nodate, title = {Phase {II} {\textbar} {Early} {Childhood} {Education} {Ethiopia}}, url = {https://www.earlyeducationethiopia.org/phase-ii/}, language = {en-US}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2P7CAWVE 4682641:KICSDZBW}, } @book{chaudhury_philippines_2013, address = {Manila}, title = {Philippines conditional cash transfer program impact evaluation 2012}, publisher = {World Bank Report}, author = {Chaudhury, Nazmul and Friedman, Jed and Onishi, Junko}, year = {2013}, } @techreport{le_nestour_phone_2020, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, language = {EN}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Moscoviz, Laura and Mbaye, Samba}, month = apr, year = {2020}, note = {EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2405685:GWDNCCPA}, keywords = {\_COVID-Continuity-Blogpost-01}, } @article{boateng_physical_2017, title = {Physical education and arts programme approaches in conflict settings}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13082}, abstract = {This helpdesk report is the concluding report in the query addressing psycho-social interventions in protracted crises with reference to Syria and its neighbouring countries as well as from other fragile and conflict affected states (FACS). This report specifically addresses sports/physical education programmes in and around Syria and its impact}, language = {en}, urldate = {2022-12-18}, author = {Boateng, Pearl}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T14:56:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2XQA6NFD 4869029:YSB2TELS}, keywords = {⛔ No DOI found}, } @article{winters_physical_2017, title = {Physical, psychological, sexual, and systemic abuse of children with disabilities in {East} {Africa}: {Mapping} the evidence}, volume = {12}, shorttitle = {Physical, psychological, sexual, and systemic abuse of children with disabilities in {East} {Africa}}, doi = {10.1371/journal.pone.0184541}, number = {9}, journal = {PloS one}, author = {Winters, Niall and Langer, Laurenz and Geniets, Anne}, year = {2017}, note = {Publisher: Public Library of Science San Francisco, CA USA}, pages = {e0184541}, } @misc{bablok_pico_2023, title = {Pico board for data-logging with power-management and micro-sd storage}, copyright = {CC-BY-SA-4.0}, url = {https://github.com/bablokb/pcb-pico-datalogger}, abstract = {Pico board for data-logging with power-management and micro-sd storage}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Bablok, Bernhard and Haßler, Björn}, month = jun, year = {2023}, note = {original-date: 2023-05-22T21:54:19Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{hasler_pico_2023, title = {Pico {Datalogger} with {Integrated} {Power}-{Management}}, copyright = {CC-BY-SA-4.0}, url = {https://github.com/OpenDevEd/pcb-pico-datalogger}, abstract = {Pico board for data-logging with power-management and micro-sd storage}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Bablok, Bernhard}, month = jun, year = {2023}, note = {original-date: 2023-05-22T21:54:19Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @inproceedings{ali_pilot_2016, title = {Pilot assessment of indoor environmental qualities of learning environments in {Bayero} {University}, {Kano}}, language = {en}, booktitle = {“{Passive} and {Low} {Energy} {Architecture}” ({PLEA}) {Conference} at {Los} {Angeles} in}, author = {Ali, S.M. and Martinson, D.B. and Al-Maiyah, S.}, year = {2016}, keywords = {⛔ No DOI found}, } @incollection{reubens_pilot_2009, address = {Research Triangle Park, NC}, title = {Pilot of the {Early} {Grade} {Mathematics} {Assessment}: {Final} report. {Prepared} for {USAID} under the {Education} {Data} for {Decision} {Making} ({EdData} {II}) project, {Task} {Order} {No}. {EHC}-{E}-02-04-00004-00 ({RTI} {Task} 2)}, url = {http://pdf.usaid.gov/pdf_docs/PNADS440.pdf.}, booktitle = {What causes differences in achievement in {Zimbabwe}’s secondary schools}, publisher = {RTI International}, author = {Reubens, A.}, year = {2009}, } @misc{noauthor_pilot_nodate, title = {Pilot {Readiness} {Audit}}, url = {https://www.leanlabeducation.org/pilot-readiness-audit}, abstract = {Usability research helps you understand how people interact with your product. You’ll learn what’s working and what isn’t, so you can make data-informed decisions about how to improve your product. We’ll present you with distilled feedback from educators and students based on interviews, observation}, language = {en-US}, urldate = {2023-02-02}, journal = {Leanlab Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KNKNMGJ8}, } @techreport{lee_piloting_2021, title = {Piloting {Qatar}’s {First} {Edtech} {TestBed}: {The} {Journey} {Towards} {Best} {Practice}, {Sustainable} {Partnerships} and {Innovation}}, url = {https://www.wise-qatar.org/app/uploads/2022/01/2021wise-rr7-report-web-version.pdf}, urldate = {2022-09-23}, institution = {WISE, Qatar Foundation}, author = {Lee, Seungah S. and Basma, Victoria}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SAGJ3X3V 4426965:SFQ2AURG}, keywords = {Carmen}, } @article{ajadi_pin_2011, title = {'{Pin} the tail on the donkey'}, language = {en}, journal = {The Minetta Review}, author = {Ajadi, S.B.}, year = {2011}, note = {Place: New York}, keywords = {⛔ No DOI found}, } @article{noauthor_piper_2014, title = {Piper \& {Mugenda}}, year = {2014}, } @techreport{gonsalves_pitch_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Pitch {Deck}: {Academic} {Recovery} {Programme} {Phase} {II}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VCDTU7ES}, number = {3}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0258}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0258 2129771:VCDTU7ES}, keywords = {Author:OpenDevEd}, } @article{banerjee_pitfalls_2010, title = {Pitfalls of {Participatory} {Programs}: {Evidence} from a {Randomized} {Evaluation} in {Education} in {India}.}, volume = {2}, doi = {10.1257/pol.2.1.1}, journal = {American Economic Journal: Economic Policy}, author = {Banerjee, A.V. and Banerji, R. and Duflo, E. and Glennerster, R. and Khemani, S.}, year = {2010}, pages = {1--30}, } @article{downes_places_2008, title = {Places to go: {Connectivism} \& connective knowledge}, volume = {5}, shorttitle = {Places to go}, number = {1}, journal = {Innovate: Journal of Online Education}, author = {Downes, Stephen}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:LH9VN5E7}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {6}, } @misc{noauthor_plan_nodate, title = {'{Plan} {S}' and '{cOAlition} {S}' – {Accelerating} the transition to full and immediate {Open} {Access} to scientific publications}, url = {https://www.coalition-s.org/}, abstract = {{\textless}p{\textgreater}About Plan S Plan S is an initiative for Open Access publishing that was launched in September 2018. The plan is supported by cOAlition S, an international consortium of research funding and performing organisations. Plan S requires that, from 2021, scientific publications that result from research funded by public grants must be published in compliant Open […]{\textless}/p{\textgreater}}, urldate = {2021-05-24}, } @phdthesis{ramoroka_planning_2016, type = {{PhD} {Thesis}}, title = {Planning and governance for blended pedagogies and engagement of knowledge economy for {South} {Africa}'s national development agenda}, school = {University of Limpopo}, author = {Ramoroka, Tlou Millicent}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74WPDFSZ 2129771:PYLG6CVU}, keywords = {\_C:Algeria DZA, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo XCO, \_C:Dominican Republic DOM, \_C:Egypt EGY, \_C:Estonia EST, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Latvia LVA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Poland POL, \_C:Romania ROU, \_C:Serbia SRB, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @book{wedell_planning_2009, title = {Planning for {Educational} {Change}: {Putting} people and their contexts first}, isbn = {978-1-4411-9270-7}, shorttitle = {Planning for {Educational} {Change}}, abstract = {This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Wedell, Martin}, month = apr, year = {2009}, note = {Google-Books-ID: BEgdCgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P6UTZLH3 261495:S6NSFSSP}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, language = {en}, institution = {Centre for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SR4B656L}, keywords = {⛔ No DOI found}, } @article{zhang_planning_2021, title = {Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning}, volume = {16}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/ac32fd/meta}, doi = {10.1088/1748-9326/ac32fd}, number = {12}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Zhang, Liangliang and Zhang, Zhao and Tao, Fulu and Luo, Yuchuan and Cao, Juan and Li, Ziyue and Xie, Ruizhi and Li, Shaokun}, year = {2021}, note = {Publisher: IOP Publishing}, keywords = {\_z:no\_pdf}, pages = {124043}, } @book{hallak_planning_1977, address = {Paris}, title = {Planning the {Location} of {Schools}: {An} {Instrument} of {Educational} {Policy}}, publisher = {International Institute for Educational Planning}, author = {Hallak, Jacques}, year = {1977}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YZPYBX6L}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Costa Rica CRI, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Honduras HND, \_C:Hungary HUN, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Jordan JOR, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{hasler_planning_2021, type = {Caribbean {Learning} {Recovery} {Programme} {Implementation} {Tool}}, title = {Planning {Tool}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/59HCS6F9}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59HCS6F9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:r1, \_zenodo:submitted, \_zenodoETH:submitted}, } @book{frost_play_2012, address = {London}, edition = {4}, title = {Play and {Child} {Development}}, isbn = {10: 0-13-259683-0}, url = {http://docshare03.docshare.tips/files/27020/270200789.pdf}, publisher = {Pearson}, author = {Frost, Joe L and Wortham, Sue C and Reifel, Stuart}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P8PJ4LHG 2486141:TRQ85GYA}, } @article{bodrova_play_2013, title = {Play and self-regulation: {Lessons} from {Vygotsky}}, volume = {6}, abstract = {The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 Psychological Bulletin, an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and non cognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. Key words: Lev Vygotsky; mature play; Mature Play Observation Tool; play and child development; self-regulation}, urldate = {2021-02-22}, journal = {American Journal of Play}, author = {Bodrova, Elena and Germeroth, Carrie and Leong, Deborah}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EMECVACE 2486141:J5WZDMMT}, keywords = {⛔ No DOI found}, pages = {111--123}, } @misc{casey_play_2020, title = {Play in {Crisis}: support for parents and carers}, url = {http://ipaworld.org/wp-content/uploads/2020/04/IPA-Play-in-Crisis-Booklet-for-parents-and-carers-2020.pdf}, publisher = {International Play Association}, author = {Casey, Theresa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCPPAWWK 2486141:VLI2BK26}, } @incollection{fisher_playing_2011, address = {Oxford}, title = {Playing around in {School}: {Implications} for {Learning} and {Edu}-cational {Policy}}, booktitle = {The {Oxford} {Handbook} of the {Development} of {Play}}, publisher = {Oxford University Press}, author = {Fisher, Kelly R and Hirsh-Pasek, Kathy and Golinkoff, Roberta M and Singer, Dorothy G and Berk, Laura E}, editor = {Pellegrini, Anthony D}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZYV7FEVA 2486141:FSDIT3SE}, pages = {341--360}, } @article{eberle_playing_2011, title = {Playing with the {Multiple} {Intelligences}: {How} {Play} {Helps} {Them} {Grow}}, volume = {4}, url = {https://files.eric.ed.gov/fulltext/EJ985547.pdf}, abstract = {Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.}, number = {1}, urldate = {2021-02-22}, journal = {American Journal of Play}, author = {Eberle, Scott G}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XQIH844 2486141:YU46JDEU}, keywords = {⛔ No DOI found}, pages = {19--51}, } @misc{noauthor_pms5003_nodate, title = {{PMS5003} {Particulate} {Matter} {Sensor}}, url = {http://www.aqmd.gov/docs/default-source/aq-spec/resources-page/plantower-pms5003-manual_v2-3.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PW9CX8G8 4682641:F947MRZE}, } @article{psaki_policies_2022, title = {Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: {A} systematic review of the evidence}, volume = {18}, copyright = {© 2022 The Authors. Campbell Systematic Reviews published by John Wiley \& Sons Ltd on behalf of The Campbell Collaboration}, issn = {1891-1803}, shorttitle = {Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cl2.1207}, doi = {10.1002/cl2.1207}, abstract = {Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.}, language = {en}, number = {1}, urldate = {2022-04-18}, journal = {Campbell Systematic Reviews}, author = {Psaki, Stephanie and Haberland, Nicole and Mensch, Barbara and Woyczynski, Lauren and Chuang, Erica}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1207 KerkoCite.ItemAlsoKnownAs: 2129771:3QB864LP 2129771:QGX3RJ8Q}, pages = {e1207}, } @article{mulenga_policy_2018, title = {Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in {Lusaka}, {Zambia}.}, shorttitle = {Policy and practice}, url = {http://dspace.unza.zm/handle/123456789/6587}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Mukaba, Brenda}, year = {2018}, note = {Publisher: Journal of Education and Practice KerkoCite.ItemAlsoKnownAs: 2129771:PBND6QHC 2129771:XH36HK83}, keywords = {⛔ No DOI found}, } @techreport{international_institute_for_educational_planning_policy_2018, title = {Policy formulation and programme development}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/policy-formulation-and-programme-development}, urldate = {2020-07-27}, institution = {UNESCO}, author = {International Institute for Educational Planning}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:558UP689}, } @misc{unesco_policy_nodate, title = {Policy formulation and programme development {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/policy-formulation-and-programme-development}, urldate = {2020-07-26}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LZV89XG6}, } @misc{rudder_policy_2020, address = {Bridgetown}, title = {Policy {Implications} for {Teaching} during the {Health} {Emergency}}, url = {https://en.unesco.org/sites/default/files/roderick-ruder-ministry-education-barbados.pdf}, urldate = {2020-11-24}, author = {Rudder, Roderick}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW}, keywords = {\_Added to LR, \_T:reviewed}, } @inproceedings{zhan_policy_2021, title = {Policy {Learning} with {Adaptively} {Collected} {Data}}, url = {https://www.gsb.stanford.edu/faculty-research/working-papers/policy-learning-adaptively-collected-data}, language = {en}, urldate = {2022-12-28}, author = {Zhan, Ruohan and Zhimei, Ren and Athey, Susan and Zhou, Zhengyuan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EEZYXSIW}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @techreport{usaid_policy_2021, title = {Policy {Linking} for {Measuring} {Global} {Learning} {Outcomes}}, url = {https://www.edu-links.org/sites/default/files/media/file/Policy-Linking-Overview-Final-030421-508.pdf}, abstract = {Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)}, language = {en}, urldate = {2021-10-16}, author = {USAID and World Bank and Foreign, Commonwealth, {and} Development Office and Australian Council for Education Research and MSI}, year = {2021}, note = {zotzenLib.CopiedFrom: 2486141:BPX74X9X KerkoCite.ItemAlsoKnownAs: 2129771:ZDT4DEFV 2486141:BPX74X9X}, } @techreport{megha-bongnkar_policy_2021, type = {Report on {Policy} {Makers} and {Girls}’ {Education} in {Emergencies} in {Kenya}}, title = {Policy {Makers} and {Girls}’ {Education} in {Emergencies} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://docs.opendeved.net/lib/JN8WRFNA}, number = {2}, author = {Megha-Bongnkar, Ghislaine and Gichuhi, Loise and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.5110135}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5110135}, } @techreport{megha-bongnkar_policy_2021, type = {Report on {Policy} {Makers} and {Girls}’ {Education} in {Emergencies} in {Kenya}}, title = {Policy {Makers} and {Girls}' {Education} in {Emergencies} in {Kenya}: {Initial} findings from first round of interviews}, url = {https://docs.opendeved.net/lib/DSD4UC37}, number = {1}, author = {Megha-Bongnkar, Ghislaine and Gichuhi, Loise and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.4907444}, } @article{la_policy_2020, title = {Policy {Response}, {Social} {Media} and {Science} {Journalism} for the {Sustainability} of the {Public} {Health} {System} {Amid} the {COVID}-19 {Outbreak}: {The} {Vietnam} {Lessons}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Policy {Response}, {Social} {Media} and {Science} {Journalism} for the {Sustainability} of the {Public} {Health} {System} {Amid} the {COVID}-19 {Outbreak}}, url = {https://www.mdpi.com/2071-1050/12/7/2931}, doi = {10.3390/su12072931}, abstract = {Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam\’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam\—despite being under-resourced\—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis.}, language = {en}, number = {7}, urldate = {2020-08-12}, journal = {Sustainability}, author = {La, Viet-Phuong and Pham, Thanh-Hang and Ho, Manh-Toan and Nguyen, Minh-Hoang and P. Nguyen, Khanh-Linh and Vuong, Thu-Trang and Nguyen, Hong-Kong T. and Tran, Trung and Khuc, Quy and Ho, Manh-Tung and Vuong, Quan-Hoang}, month = jan, year = {2020}, note = {Number: 7 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12072931 2129771:QKI33LFP}, keywords = {COVID-19, SARS-CoV-2, Vietnam, \_C:Australia AUS, \_C:Belgium BEL, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Iran IRN, \_C:Italy ITA, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Nigeria NGA, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, coronavirus, pandemic, policy response, public health system, science journalism, social media}, pages = {2931}, } @article{gadio_policy_2011, title = {Policy {Review} on {Adult} {Learning}: {The} {Adult} {Non}-formal {Education} {Policy} of {Mali}, {West} {Africa}}, doi = {10.1177/104515951102200303}, abstract = {The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.}, language = {en}, journal = {Adult Learning}, author = {Gadio, Moussa}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/104515951102200303 10/gf623j 2129771:3ETCYCY8 2317526:9NUH92WE LOCAL-PQ-1430243183}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Mali, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:policy, Q:adult education, Q:lifelong learning, T:continuing education, Z:Adult education, Z:Adult learning, Z:Continuing education, Z:Decentralization, Z:Democracy, Z:Education policy, Z:Lifelong learning, publicImportV1}, } @misc{noauthor_political-economy-analysis-guidance-notepdf_nodate, title = {political-economy-analysis-guidance-note.pdf}, url = {https://www.dfat.gov.au/sites/default/files/political-economy-analysis-guidance-note.pdf}, urldate = {2021-03-15}, } @article{barrera-osorio_political_nodate, title = {Political {Economy} of {Education}}, language = {en}, author = {Barrera-Osorio, Felipe and Paglayan, Agustina S and Jorrat, Diego}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M4AMGB44}, keywords = {⛔ No DOI found}, pages = {69}, } @article{khan_political_nodate, title = {Political {Settlements} and the {Governance} of {Growth}-{Enhancing} {Institutions}}, abstract = {It is well known that institutions work very differently across countries because their political contexts are different. It is also understood that this has important implications for the design of governance priorities in different countries. This paper develops an analysis of the ‘political settlement’ to provide an analytical framework for analysing institutions and governance in developing countries.}, language = {en}, author = {Khan, Mushtaq H}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:67SRD2V4}, keywords = {⛔ No DOI found}, pages = {139}, } @article{ford_political_2020, chapter = {Global development}, title = {'{Political} vandalism': {DfID} and {Foreign} {Office} merger met with anger by {UK} charities}, issn = {0261-3077}, shorttitle = {'{Political} vandalism'}, url = {https://www.theguardian.com/global-development/2020/jun/16/political-vandalism-dfid-and-foreign-office-merger-met-with-anger-by-uk-charities}, abstract = {Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas}, language = {en-GB}, urldate = {2020-06-17}, journal = {The Guardian}, author = {Ford, Liz}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BA7P88TW}, keywords = {Aid, Boris Johnson, Department for International Development (DfID), Global development, Politics, Society, UK news, World news}, } @inproceedings{ca_politicas_2015, title = {Políticas públicas em educação: um apanhado histórico}, doi = {10.20396/etd.v17i1.8634820}, abstract = {Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.}, language = {pt}, author = {Cá, Lourenço Ocuni and Ocuni Cá, Cristina Mandu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20396/etd.v17i1.8634820 10/gf6224 2129771:8BQFNJDG 2317526:Z2ASVCI4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Cape Verde, C:Guinea, C:Guinea-Bissau, CA:AandC, CL:en, CL:fr, CL:pt, CLL:pt, CLS:en, CT:A, CT:C, CT:P, CT:T, P:culture, P:health, T:apprenticeship, publicImportV1}, } @article{tudunwada_pollution_2007, title = {Pollution from {Tanning} {Industries} in {Challawa} {Industrial} {Estate}, {Kano}}, language = {en}, journal = {Bayero Journal of Biological and Environmental Studies. Department of Biological}, author = {Tudunwada, I.Y.}, year = {2007}, note = {Place: Sciences, B.U.K}, keywords = {⛔ No DOI found}, } @misc{government_of_ghana_polytechnic_2007, title = {Polytechnic {Law}}, url = {http://laws.ghanalegal.com/acts/id/545/polytechnic-law}, urldate = {2018-11-30}, author = {{Government of Ghana}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U7I7API9 2317526:UBUZL5GW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @article{noauthor_poor_2020, chapter = {Health}, title = {Poor diet: {Children} 20cm shorter as a result, analysis says}, shorttitle = {Poor diet}, url = {https://www.bbc.co.uk/news/health-54828544}, abstract = {A global analysis suggests that on average the world's tallest teenagers live in the Netherlands.}, language = {en-GB}, urldate = {2020-11-08}, journal = {BBC News}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ZL2KRN3}, } @techreport{phillips_poor_2022, title = {Poor indoor climate: {Its} impact on health and life satisfaction, as well as its wider socio-economic costs}, shorttitle = {Poor indoor climate}, author = {Phillips, William and Janta, Barbara and Gehrt, Daniel and Flemons, Lillian and Gkousis, Evangelos and Cole, Sam and Smith, Pamina and Hafner, Marco}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GLCGM6ZP 4682641:NHR73DX9}, keywords = {BE:Annotated, BE:RELEVANT}, } @inproceedings{williams_popbots_2019, title = {Popbots: {Designing} an artificial intelligence curriculum for early childhood education}, volume = {33}, shorttitle = {Popbots}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/5040}, urldate = {2024-02-24}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Williams, Randi and Park, Hae Won and Oh, Lauren and Breazeal, Cynthia}, year = {2019}, note = {Issue: 01}, keywords = {⛔ No DOI found}, pages = {9729--9736}, } @article{benigno_portability_2017, title = {Portability, {Feasibility}, {Collaborativeness}: {Teachers}’ {Perception} {Of} {Tablet} {Use} {For} {Inclusive} {Education}}, issn = {2340-1095}, shorttitle = {Portability, {Feasibility}, {Collaborativeness}}, url = {https://library.iated.org/view/BENIGNO2017POR}, doi = {10.21125/iceri.2017.1312}, abstract = {Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé \& Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler \& Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.}, language = {en}, journal = {ICERI2017 Proceedings}, author = {Benigno, Vincenza and Caruso, Giovanni and Epifania, Marina Ottavia and Fante, Chiara and Ravicchio, Fabrizio and Trentin, Guglielmo}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E}, keywords = {\_C:Italy ITA, \_C:Trinidad and Tobago TTO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4970--4978}, } @misc{ajadi_portrait_2010, title = {'{Portrait} of {Gani} {Odutokun}'}, language = {en}, author = {Ajadi, S.B.}, year = {2010}, } @article{anand_positioning_2023, title = {Positioning large language model artificial intelligence tools within discourse analysis: {Opportunities}, challenges and ethical considerations}, shorttitle = {Positioning large language model artificial intelligence tools within discourse analysis}, url = {http://publications.ascilite.org/index.php/APUB/article/view/524}, doi = {10.14742/apubs.2023.524}, urldate = {2024-02-23}, journal = {ASCILITE Publications}, author = {Anand, Pranit and Li, Dongmei and Keen, Joel and Henrickson, Leah}, year = {2023}, } @incollection{umar_positive_2010, title = {Positive {Lobbying}: {A} {Tool} for {Youth} {Empowerment} in a {Democracy}}, language = {en}, booktitle = {Issues in {Youth} {Development}: {A} {Multidisciplinary} {Perspective}}, editor = {Umar, B.A. and A., Yusuf M. and Dandago, K.A.}, year = {2010}, pages = {284--293}, } @article{stoykova_possibilities_nodate, title = {{POSSIBILITIES} {FOR} {APPLICATION} {OF} {DOCUMENT} {CAMERAS} {AND} {WEBCAMS} {IN} {THE} {LECTURE} {HALLS} {AND} {LABORATORIES} {OF} {THE} {UNIVERSITIES}}, doi = {10.15547/artte.2016.02.005}, author = {Stoykova, Vanya and Zlatev, Zlatin and Baycheva, Stanka}, note = {KerkoCite.ItemAlsoKnownAs: 10.15547/artte.2016.02.005 2129771:YXICIP8B}, keywords = {\_\_C:filed:1}, } @techreport{toyinbo_possible_2023, type = {Infographic - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Possible {Retrofit} {Interventions} for {Classrooms} ({Infographic})}, copyright = {Creative Commomns Attribution 4.0}, abstract = {The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme.}, institution = {Open Development \& Education}, author = {Toyinbo, Oluyemi and Villavicencio Peralta, Xuzel Ana and Megogo Bokamba, Tania Elena}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I6HJ2EJ3}, } @article{cremin_postabyssal_2021, title = {Post‐abyssal ethics in education research in settings of conflict and crisis: {Stories} from the field}, volume = {47}, issn = {0141-1926, 1469-3518}, shorttitle = {Post‐abyssal ethics in education research in settings of conflict and crisis}, url = {https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/berj.3712}, doi = {10.1002/berj.3712}, language = {en}, number = {4}, urldate = {2022-01-07}, journal = {British Educational Research Journal}, author = {Cremin, Hilary and Aryoubi, Hogai and Hajir, Basma and Kurian, Nomisha and Salem, Hiba}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3712 2129771:6BXVYGTZ 4556019:9CNUEB3F 4556019:XPCIAV5E}, pages = {1102--1119}, } @article{ziai_post-development_2017, title = {Post-development 25 years after {The} {Development} {Dictionary}}, volume = {38}, issn = {0143-6597}, url = {https://doi.org/10.1080/01436597.2017.1383853}, doi = {10.1080/01436597.2017.1383853}, abstract = {Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD.}, number = {12}, urldate = {2022-03-31}, journal = {Third World Quarterly}, author = {Ziai, Aram}, month = dec, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01436597.2017.1383853}, keywords = {Post-Development, development discourse, development studies, development theory}, pages = {2547--2558}, } @techreport{vandenbosch_post-primary_2006, title = {Post-primary agricultural education and training in sub-{Saharan} {Africa}: {Adapting} supply to changing demand}, url = {http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf}, language = {en}, author = {Vandenbosch, T}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PT4WBLLL 2317526:KYFPAVSC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Benin, C:Burkina Faso, C:Ethiopia, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:ministry, P:agricultural, P:agriculture, P:economy, P:environment, Q:ICT, Q:certificate, Q:secondary education, R:impact, T:Ausbildung, T:Educação profissionalizante, T:TVET, T:Training, T:apprenticeship training, T:trainee, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @book{hoppers_post-primary_2009, address = {Tunisia}, title = {Post-{Primary} {Education} in {Africa}: {Challenges} and {Approaches} for {Expanding} {Learning} {Opportunities}.}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/C3D18352323FC4EC492577F200054B48-Full_Report.pdf}, publisher = {Association for the Development of Education in Africa}, author = {Hoppers, W}, year = {2009}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:4DHLAC4L}, } @article{modise_postgraduate_2021, title = {Postgraduate {Students}’ {Perception} of the {Use} of {E}-portfolios as a {Teaching} {Tool} to {Support} their {Learning} in an {Open} and {Distance} {Education} {Institution}}, volume = {8}, copyright = {Copyright (c) 2021 Mphoentle Puleng Modise}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/508}, abstract = {E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71\%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Modise, Mphoentle Puleng}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:YD42YYYK}, keywords = {COVID-19, Community of Inquiry (CoI), Mahara, Open Distance Learning (ODL), \_genre:PR-primary\_research, e-learning, e-portfolio, student support, ⛔ No DOI found}, pages = {283--297}, } @techreport{smith_potential_2020, type = {preprint}, title = {Potential long-term consequences of school closures: {Lessons} from the 2013-2016 {Ebola} pandemic}, shorttitle = {Potential long-term consequences of school closures}, url = {https://www.researchsquare.com/article/rs-51400/v1}, abstract = {Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95\% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted.}, language = {en}, urldate = {2020-08-12}, institution = {In Review}, author = {Smith, William C.}, month = aug, year = {2020}, doi = {10.21203/rs.3.rs-51400/v1}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-51400/v1 2129771:2WY88F3D}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_power_nodate, title = {Power consumption on {Adafruit} {TPL5110} vs. {Sparkfun} {TPL5110} {Nano} {Power} {Timer} - adafruit industries}, url = {https://forums.adafruit.com/viewtopic.php?t=201047}, urldate = {2023-04-30}, } @misc{noauthor_power_nodate, title = {Power {Profiler} {Kit} {II}}, url = {https://www.nordicsemi.com/Products/Development-hardware/Power-Profiler-Kit-2}, abstract = {The Power Profiler Kit II is an easy to use tool for measurement and optimization of power consumption for embedded solutions.}, language = {en}, urldate = {2023-04-30}, } @article{owens_powerful_nodate, title = {Powerful {Reforms} in {Education}: {The} perspective of developing countries on visuospatial reasoning in mathematics education}, shorttitle = {Powerful {Reforms} in {Education}}, author = {Owens, Kay}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZDBMEWZ3}, keywords = {\_C:Australia AUS, \_C:Ethiopia ETH, \_C:Guinea GIN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Papua New Guinea PNG, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{dong_powerup_2013, title = {{PowerUp}! {A} {Tool} for {Calculating} {Minimum} {Detectable} {Effect} {Sizes} and {Minimum} {Required} {Sample} {Sizes} for {Experimental} and {Quasi}-{Experimental} {Design} {Studies}}, volume = {6}, issn = {1934-5747, 1934-5739}, shorttitle = {\textit{{PowerUp}!}}, url = {http://www.tandfonline.com/doi/abs/10.1080/19345747.2012.673143}, doi = {10.1080/19345747.2012.673143}, abstract = {This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., fixed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-defined minimum detectable effect sizes.}, language = {en}, number = {1}, urldate = {2018-11-19}, journal = {Journal of Research on Educational Effectiveness}, author = {Dong, Nianbo and Maynard, Rebecca}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.673143 10/gd4q27 2129771:D6B2YWIC 2339240:UQ5P63FC 2486141:IK8XAEGG}, pages = {24--67}, } @misc{noauthor_pp1793-pad-p158836-public-oecs-education-gpe032-07-05-2016-1467774367543pdf_nodate, title = {{PP1793}-{PAD}-{P158836}-{PUBLIC}-{OECS}-{Education}-{GPE032}-07-05-2016-1467774367543.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SY6MGU9I}, } @article{pareja_roblin_practical_2018, title = {Practical considerations informing teachers’ technology integration decisions: the case of tablet {PCs}}, shorttitle = {Practical considerations informing teachers’ technology integration decisions}, doi = {10.1080/1475939x.2017.1414714}, journal = {Technology, Pedagogy and Education}, author = {Pareja Roblin, Natalie and Tondeur, Jo and Voogt, Joke and Bruggeman, Bram and Mathieu, Griet and van Braak, Johan}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1414714 10/gdm2tp 2129771:N8DNEMV8 2129771:TEGRQGJW}, keywords = {\_\_C:filed:1}, pages = {1--17}, } @article{meyers_practical_2012, title = {Practical implementation science: developing and piloting the quality implementation tool}, volume = {50}, shorttitle = {Practical implementation science}, doi = {10.1007/s10464-012-9521-y}, number = {3}, journal = {American journal of community psychology}, author = {Meyers, Duncan C. and Katz, Jason and Chien, Victoria and Wandersman, Abraham and Scaccia, Jonathan P. and Wright, Annie}, year = {2012}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10464-012-9521-y 2129771:PDCZW9EU}, pages = {481--496}, } @techreport{ralaingita_practical_nodate, type = {Science of {Teaching}}, title = {Practical {Language} {Choices} for {Improving} {Foundational} {Literacy} \& {Numeracy} in sub-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/Language-of-Instruction-HowTo-1.pdf}, urldate = {2022-07-28}, author = {Ralaingita, Wendi and Trudell, Barbara and Piper, Benjamin and Norman, Julianne}, } @article{angrist_practical_2020, title = {Practical lessons for phone-based assessments of learning}, volume = {5}, copyright = {© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY. Published by BMJ.. https://creativecommons.org/licenses/by/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: https://creativecommons.org/licenses/by/4.0/.}, issn = {2059-7908}, url = {https://gh.bmj.com/content/5/7/e003030}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.}, language = {en}, number = {7}, urldate = {2020-08-12}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, pmid = {32699155}, note = {Publisher: BMJ Specialist Journals Section: Practice KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2129771:I9JVVRP2 2129771:J74DVLWC}, keywords = {\_\_C:filed:1, health economics, health services research, public health}, pages = {e003030}, } @article{pereira_praticas_2016, title = {Práticas pedagógicas com o uso dos tablets no ensino médio técnico do {IFRO}}, author = {Pereira, Dauster Souza and Bueno, José Lucas Pedreira}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:DL4EZNTV}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @book{schmidt_praxishandbuch_2017, address = {Wiesbaden}, title = {Praxishandbuch {Wirtschaft} in {Afrika}}, isbn = {978-3-658-14481-4 978-3-658-14482-1}, language = {de}, publisher = {Springer Gabler}, editor = {Schmidt, Thomas and Pfaffenberger, Kay and Liebing, Stefan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FIGKTAAI 2317526:P4RFZUTI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:de, publicImportV1}, } @inproceedings{chang_pre-pilot_2013, address = {New York, NY, USA}, series = {{IDC} '13}, title = {Pre-pilot findings on developing a literacy tablet}, isbn = {978-1-4503-1918-8}, url = {https://doi.org/10.1145/2485760.2485809}, doi = {10.1145/2485760.2485809}, abstract = {We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning.}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Chang, Angela and Nunez, David and Roberts, Tom and Sengeh, David and Breazeal, Cynthia}, month = jun, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1145/2485760.2485809 2129771:27GP9JCM 2129771:IANNNRMF 257089:BI6G6GDW}, keywords = {developing countries, literacy tablet, tablet interaction, technology implementation}, pages = {471--474}, } @techreport{simmons_zuilkowski_pre-service_nodate, type = {Science of {Teaching}}, title = {Pre-service {Teacher} {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-How-To-Guide_REV.pdf}, urldate = {2022-07-28}, author = {Simmons Zuilkowski, Stephanie and Sowa, Patience and Ralaingita, Wendi and Piper, Benjamin}, } @article{carrier_pre-service_2012, title = {Pre-service teacher training in {Malawi}: findings of a pilot study on the viability of media players for teacher development}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1084165.pdf}, abstract = {As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]}, language = {English}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Carrier, Carol and Finholt-Daniel, Matt and Sales, Gregory C}, year = {2012}, note = {Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2534378:5F2RLGL3 2534378:783739U4}, keywords = {Distance learning, Education, Learning, Malawi, Software, Student teachers, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096523, \_\_finaldtb, ⛔ No DOI found}, pages = {77--91}, } @article{alyahyan_predicting_2020, title = {Predicting academic success in higher education: literature review and best practices}, volume = {17}, issn = {2365-9440}, shorttitle = {Predicting academic success in higher education}, url = {https://doi.org/10.1186/s41239-020-0177-7}, doi = {10.1186/s41239-020-0177-7}, abstract = {Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {International Journal of Educational Technology in Higher Education}, author = {Alyahyan, Eyman and Düştegör, Dilek}, month = feb, year = {2020}, pages = {3}, } @article{delnoij_predicting_2020, title = {Predicting and resolving non-completion in higher (online) education – {A} literature review}, volume = {29}, issn = {1747-938X}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X1930171X}, doi = {10.1016/j.edurev.2020.100313}, abstract = {Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.}, language = {en}, urldate = {2022-04-05}, journal = {Educational Research Review}, author = {Delnoij, Laurie E. C. and Dirkx, Kim J. H. and Janssen, José P. W. and Martens, Rob L.}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100313 2129771:BT5DD437}, keywords = {Higher education, Intervention, Non-completion, Predictors, Review}, pages = {100313}, } @article{mansfield_predicting_2020, title = {Predicting global patterns of long-term climate change from short-term simulations using machine learning}, volume = {3}, url = {https://www.nature.com/articles/s41612-020-00148-5}, doi = {10.1038/s41612-020-00148-5}, number = {1}, urldate = {2024-02-24}, journal = {npj Climate and Atmospheric Science}, author = {Mansfield, Laura A. and Nowack, Peer J. and Kasoar, Matt and Everitt, Richard G. and Collins, William J. and Voulgarakis, Apostolos}, year = {2020}, note = {Publisher: Nature Publishing Group UK London}, pages = {44}, } @article{blumenstock_predicting_2015, title = {Predicting poverty and wealth from mobile phone metadata}, volume = {350}, issn = {0036-8075, 1095-9203}, url = {https://www.sciencemag.org/lookup/doi/10.1126/science.aac4420}, doi = {10.1126/science.aac4420}, language = {en}, number = {6264}, urldate = {2021-05-29}, journal = {Science}, author = {Blumenstock, J. and Cadamuro, G. and On, R.}, month = nov, year = {2015}, pages = {1073--1076}, } @article{wandera_predicting_nodate, title = {Predicting school performance using a combination of traditional and non-traditional education data from {South} {Africa}}, abstract = {The application of big data analytics in education is transforming learning, teaching and administration in schools. Current Education Data Mining (EDM) research focuses on teaching and personalized learning in higher institutions mostly in western countries with limited research conducted in African countries. Most research has been conducted using small datasets, simple learning analytics techniques and machine learning black box models to predict students’ performance. Black box modelling approaches use complex structures which are difficult to be easily interpreted by stakeholders. We synthesize EDM approaches and tree based machine learning techniques to identify important features that can predict school performance across African countries such as South Africa. We apply LightGBM a gradient boosting framework and interpretable tree based algorithms on combined data sources from community surveys, school master lists and examination results to perform feature importance. The challenge faced in EDM research is limited education data sources, we merged different existing datasets from government reports and archives. We used community survey data to determine the standards of living in secondary schools within those communities. Cell phone internet, toilets, security, usable water sources, number of teachers and students, school location, and family head were identified as control variables impacting the attainment of schools. LightGBM, underlies the developed prediction model. It empowered the model with high accuracy, stability and easy interpretation hence outperforming XGBoost, decision tree and random forest algorithms.}, language = {en}, author = {Wandera, Henry and Marivate, Vukosi and Sengeh, Moinina David}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VXRMKR6Y}, keywords = {⛔ No DOI found}, pages = {6}, } @article{namoun_predicting_2021, title = {Predicting {Student} {Performance} {Using} {Data} {Mining} and {Learning} {Analytics} {Techniques}: {A} {Systematic} {Literature} {Review}}, volume = {11}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2076-3417}, shorttitle = {Predicting {Student} {Performance} {Using} {Data} {Mining} and {Learning} {Analytics} {Techniques}}, url = {https://www.mdpi.com/2076-3417/11/1/237}, doi = {10.3390/app11010237}, abstract = {The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.}, language = {en}, number = {1}, urldate = {2022-12-23}, journal = {Applied Sciences}, author = {Namoun, Abdallah and Alshanqiti, Abdullah}, month = jan, year = {2021}, note = {Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/app11010237 4804264:7R5USFXP}, keywords = {Final\_citation, academic performance, cited, educational data mining, existing, learning analytics, machine learning, performance prediction, student learning outcomes, student success, systematic literature review}, pages = {237}, } @article{park_prediction_2020, title = {Prediction of coastal flooding risk under climate change impacts in {South} {Korea} using machine learning algorithms}, volume = {15}, issn = {1748-9326}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/aba5b3}, doi = {10.1088/1748-9326/aba5b3}, abstract = {Abstract Coastal areas have been affected by hazards such as floods and storms due to the impact of climate change. As coastal systems continue to become more socially and environmentally complex, the damage these hazards cause is expected to increase and intensify. To reduce such negative impacts, vulnerable coastal areas and their associated risks must be identified and assessed. In this study, we assessed the flooding risk to coastal areas of South Korea using multiple machine learning algorithms. We predicted coastal areas with high flooding risks, as this aspect has not been adequately addressed in previous studies. We forecasted hazards under different representative concentration pathway climate change scenarios and regional climate models while considering ratios of sea level rise. Based on the results, a risk probability map was developed using a probability ranging from 0 to 1, where higher values of probability indicate areas at higher risk of compound events such as high tides and heavy rainfall. The accuracy of the average receiver operating characteristic curves was 0.946 using a k-Nearest Neighbor algorithm. The predicted risk probability in 10 year increments from the 2030s to the 2080s showed that the risk probability for southern coastal areas is higher than those of the eastern and western coastal areas. From this study, we determined that a probabilistic approach to analyzing the future risk of coastal flooding would be effective to support decision-making for integrated coastal zone management.}, number = {9}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Park, Sang-Jin and Lee, Dong-Kun}, month = sep, year = {2020}, keywords = {\_z:no\_pdf}, pages = {094052}, } @article{kyle_predictors_2010, title = {Predictors of reading development in deaf children: {A} 3-year longitudinal study}, volume = {107}, issn = {00220965}, shorttitle = {Predictors of reading development in deaf children}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718}, doi = {10.1016/j.jecp.2010.04.011}, abstract = {The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.}, language = {en}, number = {3}, urldate = {2020-03-02}, journal = {Journal of Experimental Child Psychology}, author = {Kyle, Fiona E. and Harris, Margaret}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2010.04.011 2129771:K5UCVIT7 503888:VCBKLZAA}, keywords = {\_C:France FRA, \_C:Netherlands NLD, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {229--243}, } @article{sachs_preface_nodate, title = {Preface to the {New} {Edition}}, language = {en}, author = {Sachs, Wolfgang}, keywords = {⛔ No DOI found}, pages = {10}, } @article{coles_preference_nodate, title = {Preference {Signaling} in {Matching} {Markets}}, language = {en}, author = {Coles, Peter and Kushnir, Alexey and Niederle, Muriel}, keywords = {\_C:Korea XKOR, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {38}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, language = {en}, journal = {British Medical Journal}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G}, month = jul, year = {2009}, note = {EdTechHub.ItemAlsoKnownAs:2339240:59LXUVEU}, keywords = {\_\_\_working\_potential\_duplicate}, } @inproceedings{hasler_preliminary_2004, address = {Nice}, title = {Preliminary estimates of missing force magnitudes}, copyright = {All rights reserved}, author = {Haßler, Björn and Warner, CD and McIntyre, ME}, year = {2004}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:BMI29EQC}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @book{fraillon_preparing_2014, title = {Preparing for life in a digital age: {The} {IEA} {International} {Computer} and {Information} {Literacy} {Study} international report}, shorttitle = {Preparing for life in a digital age}, url = {https://library.oapen.org/bitstream/handle/20.500.12657/28001/1001996.pdf}, urldate = {2024-03-04}, publisher = {Springer Nature}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Friedman, Tim and Gebhardt, Eveline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:W7DBH7LP}, keywords = {Final\_citation}, } @article{bai_preparing_2019, title = {Preparing teacher education students to integrate mobile learning into elementary education}, volume = {63}, issn = {8756-3894, 1559-7075}, url = {https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education}, doi = {10.1007/s11528-019-00424-z}, abstract = {The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.}, language = {en}, number = {6}, urldate = {2021-06-10}, journal = {TechTrends}, author = {Bai, Hua}, month = nov, year = {2019}, note = {Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N}, pages = {723--733}, } @book{schleicher_preparing_2012, title = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}: {Lessons} from around the {World}}, isbn = {978-92-64-17421-4}, shorttitle = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}}, abstract = {Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.)}, language = {en}, urldate = {2020-09-10}, publisher = {OECD Publishing}, author = {Schleicher, Andreas}, year = {2012}, doi = {10.1787/9789264174559-en}, note = {Publication Title: OECD Publishing (NJ1) KerkoCite.ItemAlsoKnownAs: 10.1787/9789264174559-en 2129771:BF8CZPVF 2486141:VVGABYSD}, keywords = {Administrator Effectiveness, Communication Skills, Comparative Analysis, Cooperation, Creativity, Critical Thinking, Educational Assessment, Educational Change, Educational Innovation, Foreign Countries, Outcomes of Education, Problem Solving, Student Evaluation, Teacher Education, Teacher Effectiveness, Teacher Leadership, Teacher Supply and Demand, Teaching (Occupation), Technology Uses in Education, Unions}, } @inproceedings{pryor_preparing_2013, title = {Preparing teachers for early learning in {Sub} {Saharan} {Africa}}, author = {Pryor, J., J. Westbrook}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WJGSC6XE 261495:AZBBBHFZ}, } @article{fraser_preprinting_2021, title = {Preprinting the {COVID}-19 pandemic}, copyright = {© 2021, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution 4.0 International), CC BY 4.0, as described at http://creativecommons.org/licenses/by/4.0/}, url = {https://www.biorxiv.org/content/10.1101/2020.05.22.111294v3}, doi = {10.1101/2020.05.22.111294}, abstract = {The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.}, language = {en}, urldate = {2021-04-25}, journal = {bioRxiv}, author = {Fraser, Nicholas and Brierley, Liam and Dey, Gautam and Polka, Jessica K. and Pálfy, Máté and Nanni, Federico and Coates, Jonathon Alexis}, month = feb, year = {2021}, note = {Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK}, keywords = {\_genre:PR-primary\_research}, pages = {2020.05.22.111294}, } @article{september_23_preprints_2020, title = {Preprints {During} the {COVID}-19 {Pandemic}: {Public} {Health} {Emergencies} and {Medical} {Literature}}, volume = {15}, shorttitle = {Preprints {During} the {COVID}-19 {Pandemic}}, url = {https://www.journalofhospitalmedicine.com/jhospmed/article/228330/hospital-medicine/preprints-during-covid-19-pandemic-public-health}, doi = {10.12788/jhm.3491}, abstract = {1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York.}, language = {en}, number = {10}, urldate = {2021-10-05}, journal = {Journal of Hospital Medicine}, author = {September 23, J. Hosp Med 2020 October;15:634-636 Published Online First and 2020 {\textbar} 10.12788/Jhm.3491}, month = oct, year = {2020}, } @article{flanagin_preprints_2020, title = {Preprints {Involving} {Medical} {Research}—{Do} the {Benefits} {Outweigh} the {Challenges}?}, volume = {324}, issn = {0098-7484}, url = {https://doi.org/10.1001/jama.2020.20674}, doi = {10.1001/jama.2020.20674}, abstract = {A preprint is a complete manuscript posted to a preprint server by authors before peer review and publication in a journal. The goals of preprints are to enable authors to obtain timely feedback and comments on research before submission to a peer-reviewed journal, to claim provenance of an idea, and to facilitate and expedite dissemination of and access to research. Preprints can be amended or updated, commented on by others, and remain on the preprint server even if subsequently published in a journal. They can be cited and indexed and increasingly are given attention in the news and social media.}, number = {18}, urldate = {2021-10-05}, journal = {JAMA}, author = {Flanagin, Annette and Fontanarosa, Phil B. and Bauchner, Howard}, month = nov, year = {2020}, pages = {1840--1843}, } @article{kleinert_preprints_2020, title = {Preprints with {The} {Lancet} are here to stay}, volume = {396}, issn = {0140-6736, 1474-547X}, url = {https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31950-4/abstract}, doi = {10.1016/S0140-6736(20)31950-4}, abstract = {We started our collaboration with the freely accessible preprint platform SSRN in June, 2018.1 From then on, we asked all authors of research papers across Lancet journals at submission stage whether they would like to post their paper as a preprint. We started this as a trial to learn more about uptake and the perceptions of the medical and health community, particularly as a latecomer to the preprint concept.}, language = {English}, number = {10254}, urldate = {2021-10-05}, journal = {The Lancet}, author = {Kleinert, Sabine and Horton, Richard}, month = sep, year = {2020}, pmid = {32950077}, note = {Publisher: Elsevier}, pages = {805}, } @book{martinez_preschool_2017, address = {Washington, DC}, title = {Preschool and {Child} {Development} {Under} {Extreme} {Poverty}: {Evidence} from a {Randomized} {Experiment} in {Rural} {Mozambique}.}, url = {http://documents1.worldbank.org/curated/en/756171513961080112/pdf/WPS8290.pdf}, publisher = {World Bank}, author = {Martinez, Sebastian and Naudeau, Sophie and Pereira, Vitor}, year = {2017}, } @techreport{hasler_presentation_2024, type = {Presentation}, title = {Presentation for {Internationalisierungsoffensive} go-international}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/H7GP3VJS}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1117}, note = {ZenodoArchiveID: 10850031 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1117 ZenodoArchiveConcept: 10850030}, keywords = {Internal, \_r:AddedByMyEducationEvidence}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7}, doi = {10.1186/s40561-020-00126-7}, abstract = {The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L}, month = dec, year = {2020}, note = {Place: Heidelberg Publisher: Springer Nature B.V. KerkoCite.ItemAlsoKnownAs: 2534378:8UNKTUGE 2534378:QAQ7MRJ3 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851}, keywords = {Blended learning, Data analysis, Education, Education--Teaching Methods And Curriculum, Elementary preservice teachers, Higher education, Learning, Learning environment, Science education, Science instruction, Science methods courses, Students, Teachers, Teaching methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095728, \_\_finaldtb}, } @article{rachmat_prevalence_2019, title = {Prevalence and {Determinants} of {Fatigue} among {Private} {High} {School} {Students} in {Bogor} {Tengah} {Sub}-{District}, {Indonesia}, 2016}, volume = {19}, doi = {10.18311/jeoh/2019/24190}, number = {3\&4}, journal = {Journal of Ecophysiology and Occupational Health}, author = {Rachmat, Basuki and Susilowati, Andi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.18311/jeoh/2019/24190 2129771:BM53H7AB 4682641:4R8BQ8HB 4682641:9XGP8ZAQ}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {136--143}, } @article{stadtrucker_preverovani_2018, title = {Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou {PC}}, author = {Stadtrucker, Roman}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:83CL4F23 2129771:DBDCZNQ8 2129771:E47TI5DL}, keywords = {\_C:Australia AUS, \_C:Luxembourg LUX, \_C:Mali MLI, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kadzamira_primary_1997, title = {Primary community schools project southern region baseline study}, journal = {Lilongwe: DFID}, author = {Kadzamira, Esme C. and Ndalama, M.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RIRWF8YQ 4752638:V7V3HSIA}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{bogusevschi_primary_nodate, title = {Primary {School} {Technology} {Enhanced} {Learning} {Physics} {Case} {Study}}, author = {Bogusevschi, Diana and Muntean, Gabriel-Miro}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KRU83KIP}, keywords = {\_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Slovakia SVK, \_C:Spain ESP, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{singal_primary_2021, title = {Primary {Schooling} for {Children} with {Disabilities}: {A} {Review} of {African} {Scholarship}}, shorttitle = {Primary {Schooling} for {Children} with {Disabilities}}, author = {Singal, Nidhi and Spencer, Carrie and Mitchell, Rafael}, year = {2021}, note = {Publisher: Research Report}, keywords = {⛔ No DOI found}, } @article{wohlfahrt_primary_2018, title = {Primary {Teacher} {Education} in {Rural} {Cameroon}: {Can} {Informal} {Learning} {Compensate} for the {Deficiencies} in {Formal} {Training}?}, doi = {10.1080/18146627.2016.1224586}, abstract = {The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.}, language = {en}, journal = {Africa Education Review}, author = {Wohlfahrt, Melanie U}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224586 10/gfv9vv 2129771:EYKMC27A 2317526:NXXB9H78}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:attitude, F:learning, F:qualification, F:standards, F:teaching, F:teaching method, P:media, P:school teacher, P:teacher education, P:teachers, Q:informal learning, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, R:trial, T:Ausbildung, T:Training, T:workplace education, Z:Elementary school teachers, Z:Learning, Z:Rural areas, Z:Rural schools, Z:Teacher education, publicImportV1}, } @misc{noauthor_prime_2020, title = {Prime {Minister}'s statement to the {House} of {Commons}}, shorttitle = {Prime {Minister}'s statement to the {House} of {Commons}}, url = {https://www.gov.uk/government/speeches/prime-ministers-statement-to-the-house-of-commons-16-june-2020}, abstract = {Prime Minister Boris Johnson made a statement on Global Britain.}, language = {en}, urldate = {2020-06-17}, journal = {GOV.UK}, month = jun, year = {2020}, note = {Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:QV3N5I4R}, } @phdthesis{guvhu_principal_2018, type = {{PhD} {Thesis}}, title = {Principal leadership and the integration of information and communication technolgies for teaching and learning in {Zimbabwe}}, school = {University of the Free State}, author = {Guvhu, Rosemary}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KZGB6VF5}, keywords = {\_\_C:filed:1}, } @misc{noauthor_principles_2022, title = {Principles for {Digital} {Development}}, url = {https://digitalprinciples.org/principles/}, abstract = {Resources \& Expertise for the Digital Principles}, language = {en-US}, urldate = {2022-12-22}, journal = {Principles for Digital Development}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QXJLPD5V 4426965:Q2QYNWMP}, } @misc{digital_impact_alliance_principles_2021, title = {Principles for {Digital} {Development}}, url = {https://digitalprinciples.org/}, abstract = {Resources \& Expertise for the Digital Principles}, language = {en-US}, urldate = {2020-04-29}, journal = {Principles for Digital Development}, author = {Digital Impact Alliance}, year = {2021}, note = {Library Catalog: digitalprinciples.org KerkoCite.ItemAlsoKnownAs: 2129771:QZ5HZAK6 2129771:YVTEFS7V}, keywords = {\_\_\_duplicate\_item, auto\_merged}, } @article{noauthor_principles_nodate, title = {Principles for {Digital} {Development} ({English}/{Arabic})}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZRVSGQZ 2292090:SNSIEZAQ}, keywords = {\_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {5}, } @techreport{hasler_principles_2020, title = {Principles for {Digital} {Development} in {Education} - amendments, tenets, questions}, url = {https://docs.opendeved.net/lib/PDXPLXA5}, abstract = {Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development \& Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...}, language = {en}, urldate = {2020-12-11}, author = {Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4516583}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2486141:2QQKXZ5U}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:q}, } @article{tudunwada_principles_2011, title = {Principles of {Remote} {Sensing} \& {GIS}. {African} {Science} \& {Technology} {Digest}}, volume = {10}, language = {en}, number = {7 \& 8}, journal = {ISSN}, author = {Tudunwada, I.Y.}, year = {2011}, keywords = {⛔ No DOI found}, pages = {1119 -- 877}, } @article{jaramillo_priorities_2019, title = {Priorities and {Interactions} of {Sustainable} {Development} {Goals} ({SDGs}) with {Focus} on {Wetlands}}, volume = {11}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2073-4441}, url = {https://www.mdpi.com/2073-4441/11/3/619}, doi = {10.3390/w11030619}, abstract = {Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems.}, language = {en}, number = {3}, urldate = {2022-08-30}, journal = {Water}, author = {Jaramillo, Fernando and Desormeaux, Amanda and Hedlund, Johanna and Jawitz, James W. and Clerici, Nicola and Piemontese, Luigi and Rodríguez-Rodriguez, Jenny Alexandra and Anaya, Jesús Adolfo and Blanco-Libreros, Juan F. and Borja, Sonia and Celi, Jorge and Chalov, Sergey and Chun, Kwok Pan and Cresso, Matilda and Destouni, Georgia and Dessu, Shimelis Behailu and Di Baldassarre, Giuliano and Downing, Andrea and Espinosa, Luisa and Ghajarnia, Navid and Girard, Pierre and Gutiérrez, Álvaro G. and Hansen, Amy and Hu, Tengfei and Jarsjö, Jerker and Kalantari, Zahra and Labbaci, Adnane and Licero-Villanueva, Lucia and Livsey, John and Machotka, Ewa and McCurley, Kathryn and Palomino-Ángel, Sebastián and Pietron, Jan and Price, René and Ramchunder, Sorain J. and Ricaurte-Villota, Constanza and Ricaurte, Luisa Fernanda and Dahir, Lula and Rodríguez, Erasmo and Salgado, Jorge and Sannel, A. Britta K. and Santos, Ana Carolina and Seifollahi-Aghmiuni, Samaneh and Sjöberg, Ylva and Sun, Lian and Thorslund, Josefin and Vigouroux, Guillaume and Wang-Erlandsson, Lan and Xu, Diandian and Zamora, David and Ziegler, Alan D. and Åhlén, Imenne}, month = mar, year = {2019}, note = {Number: 3 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {Author:OpenDevEd, SDGs, interactions, network analysis, priorities, sustainable development goals, wetlands, wetlandscapes}, pages = {619}, } @article{menashy_private_nodate, title = {Private {Engagement} in {Education} in {Emergencies}: {Rights} and {Regulations}}, language = {en}, author = {Menashy, Francine and Zakharia, Zeena}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PL4BH897}, keywords = {⛔ No DOI found}, pages = {8}, } @misc{noauthor_private_nodate, title = {Private {Engagement} in {Education} in {Emergencies}: {Rights} and {Regulations} {\textbar} {INEE}}, url = {https://inee.org/resources/private-engagement-education-emergencies-rights-and-regulations-0}, urldate = {2021-04-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6C66TI9U}, } @article{menashy_private_2019, title = {Private engagement in refugee education and the promise of digital humanitarianism}, volume = {46}, url = {https://www.tandfonline.com/doi/full/10.1080/03054985.2019.1682536}, doi = {10.1080/03054985.2019.1682536}, number = {3}, urldate = {2022-04-16}, journal = {Oxford Review of Education}, author = {Menashy, Francine and Zakharia, Zeena}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2019.1682536 2129771:EI37RVQD}, } @article{okoye_private-public_2013, title = {Private-{Public} {Partnership} and {Technical} {Vocational} {Education} and {Training} ({TVET}) in a {Developing} {Economy}}, volume = {2}, doi = {10.12816/0002333}, abstract = {Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]}, language = {English}, number = {10}, urldate = {2018-08-01}, journal = {Arabian Journal of Business and Management Review (Oman Chapter); Sohar}, author = {Okoye, KRE and Chijioke, Okwelle P.}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.12816/0002333 10/gf623m 2129771:7DMPRDQN 2317526:DLRDBJDN}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, Business And Economics--Management, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Economic growth, P:economy, Public private partnerships, Q:Private Public Partnership, Studies, T:TVET, Vocational education, publicImportV1}, pages = {51--61}, } @techreport{atchoarena_private_2002, address = {Paris}, title = {Private {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}: {Provision} {Patterns} and {Policy} {Issues}. {New} {Trends} in {Technical} and {Vocational} {Education}}, shorttitle = {Private technical and vocational education in sub-{Saharan} {Africa}}, url = {https://eric.ed.gov/?id=ED480333}, abstract = {The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO)}, language = {en}, institution = {International Institute for Educational Planning}, author = {Atchoarena, David and Esquieu, Paul}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GYDI5ALR 2317526:87DIRPTS LOCAL-eric:ED480333}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Sub-Saharan Africa, C:Mali, C:Senegal, CA:AandC, CC:Mali, CC:Senegal, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, Case Study, F:policy, F:regulation, P:mechanic, P:services, Q:Postsecondary Education, R:case study, R:literature review, T:TVET, T:Training, T:vocational school, Z:Case Studies, Z:Compliance (Legal), Z:Education Work Relationship, Z:Educational Development, Z:Educational Finance, Z:Educational Policy, Z:Educational Quality, Z:Federal Regulation, Z:Foreign Countries, Z:Free Enterprise System, Z:Government Role, Z:Government School Relationship, Z:Postsecondary Education, Z:Private Education, Z:Proprietary Schools, Z:Public Education, Z:Quality Control, Z:School Business Relationship, Z:Vocational Education, Z:Vocational Schools, publicImportV1, ⛔ No DOI found}, } @article{piper_pro-poor_2015, title = {Pro-{Poor} {PRIMR}: {Improving} early literacy skills for children from low-income families in {Kenya}}, volume = {12}, url = {https://doi.org/10.1080/18146627.2015.1036566.}, doi = {10.1080/18146627.2015.1036566}, number = {1}, journal = {Africa Education Review}, author = {Piper, B. and Jepkemei, E. and Kibukho, K.}, year = {2015}, pages = {67--87}, } @techreport{hennessy_problem_2019, address = {London, UK}, type = {working document}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attributtion 4.0}, url = {https://doi.org/10.5281/zenodo.3352007}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Eberhardt, Molly Jamieson and Sabates, Ricardo}, month = sep, year = {2019}, note = {EdTechHub.Source: 2405685:F6UAIKKN KerkoCite.ItemAlsoKnownAs: 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, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence}, } @techreport{kitchenham_procedures_2004, type = {Joint {Technical} {Report}}, title = {Procedures for {Undertaking} {Systematic} {Reviews}}, number = {TR/SE-0401 and NICTA 0400011T}, author = {Kitchenham, B}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JJ23PA7 257089:E9H9PFJZ}, } @book{cardemil_procesos_2001, address = {Santiago}, title = {Procesos y condiciones en el aprendizaje de adultos. {Jornada} {Nacional} de {Supervisores}. {Supervisión} para aprendizajes de calidad y oportunidades para todos. {Educación} {Rural}}, url = {http://biblioteca.uahurtado.cl/ujah/Reduc/pdf/pdf/mfn253.pdf.}, publisher = {Ministerio de}, author = {Cardemil, C.}, year = {2001}, } @techreport{hasler_process_2019, title = {Process for iterative and adaptive implementation of government policy in order to utilise educational technology}, language = {en}, institution = {Zenodo}, author = {Haßler, Björn and Khalayleh, Abdullah}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:KPBTEFB3}, keywords = {Final\_citation, cited, existing}, } @techreport{hasler_process_2019, title = {Process for iterative and adaptive implementation of government policy in order to utilise educational technology}, url = {https://zenodo.org/record/3372141#.XguBHcb7Qeo}, abstract = {An output of Activating EdTech Jordan.}, language = {en}, urldate = {2019-12-31}, institution = {Activating EdTech Jordan}, author = {Haßler, Björn and Khalayleh, Abdullah}, month = aug, year = {2019}, doi = {10.5281/zenodo.3372141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3372141 2129771:WIG4LP7E 2292090:GZCH9F9H 2292090:S4WFLYG5}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:l}, } @article{mulder_processing_2010, title = {Processing speed and working memory underlie academic attainment in very preterm children}, volume = {95}, doi = {10.1136/adc.2009.167965}, number = {4}, journal = {Archives of Disease in Childhood-Fetal and Neonatal Edition}, author = {Mulder, Hanna and Pitchford, Nicola J. and Marlow, Neil}, year = {2010}, note = {Publisher: BMJ Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/adc.2009.167965 2129771:I22X2EEY}, pages = {F267--F272}, } @article{mulder_processing_2011, title = {Processing speed mediates executive function difficulties in very preterm children in middle childhood}, volume = {17}, doi = {10.1017/S1355617711000373}, number = {3}, journal = {Journal of the International Neuropsychological Society}, author = {Mulder, Hanna and Pitchford, Nicola J. and Marlow, Neil}, year = {2011}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S1355617711000373 2129771:L46SA3SA}, pages = {445--454}, } @article{lundvall_product_1985, title = {Product innovation and user-producer interaction}, volume = {19}, journal = {The Learning Economy and the Economics of Hope}, author = {Lundvall, Bengt-Ake}, year = {1985}, note = {Publisher: Anthem Press London}, keywords = {⛔ No DOI found}, pages = {19--60}, } @article{guskey_professional_2002, title = {Professional development and teacher change}, volume = {8}, shorttitle = {Professional development and teacher change}, url = {http://www.tandfonline.com/doi/abs/10.1080/135406002100000512}, doi = {10.1080/135406002100000512}, number = {3}, journal = {Teachers and Teaching}, author = {Guskey, T. R.}, month = aug, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2129771:6WYTJTRH 261495:3VSAHQRS}, pages = {381--391}, } @article{borko_professional_2004, title = {Professional development and teacher learning: mapping the terrain}, volume = {33}, doi = {10.3102/0013189X033008003}, number = {8}, journal = {Educational Researcher}, author = {Borko, H.}, year = {2004}, pages = {3--15}, } @inproceedings{terashima_professional_2019, title = {Professional {Development} for {Middle} {Leader} {Teachers}: {ICT} {Integration} in {Schools} in {Japan}}, shorttitle = {Professional {Development} for {Middle} {Leader} {Teachers}}, booktitle = {Society for {Information} {Technology} \& {Teacher} {Education} {International} {Conference}}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Terashima, Kosuke}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97NGG3CK 2129771:I8JKDWIX}, keywords = {\_C:Canada CAN, \_C:Japan JPN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {2543--2548}, } @article{moulakdi_professional_2020, title = {Professional {Development} for {Primary} {School} {Teachers} in {Cameroon}: {Is} the {Cascade} {PD} {Model} {Effective}?}, volume = {11}, issn = {2151-4755, 2151-4771}, shorttitle = {Professional {Development} for {Primary} {School} {Teachers} in {Cameroon}}, url = {https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2020.117084}, doi = {10.4236/ce.2020.117084}, abstract = {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.}, language = {en}, number = {07}, urldate = {2023-03-11}, journal = {Creative Education}, author = {Moulakdi, André and Bouchamma, Yamina}, year = {2020}, pages = {1129--1144}, } @misc{schoolnet_south_africa_professional_2017, title = {Professional {Development} {Framework} for {Digital} {Learning} ({South} {Africa})}, url = {https://www.schoolnet.org.za/wp-content/uploads/2017-12-01-Professional-Development-Framework-for-Digital-Learning-Final.pdf}, urldate = {2024-01-12}, publisher = {schoolnet}, author = {{SchoolNet South Africa}}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YFU7Y5V5 5242966:LZK97PBB}, } @article{vladimirschi_professional_2018, title = {{PROFESSIONAL} {DEVELOPMENT} {GUIDELINES} {FOR} {OER}: {A} {CASE} {STUDY} {OF} {BRAZILIAN} {FUNDAMENTAL} {EDUCATION} {PUBLIC} {SCHOOL} {TEACHERS}}, shorttitle = {{PROFESSIONAL} {DEVELOPMENT} {GUIDELINES} {FOR} {OER}}, author = {Vladimirschi, Viviane}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PNBAC9RW}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{hofmann_professional_2017, title = {Professional development in clinical leadership: {Evaluation} of the chief residents clinical leadership and management programme}, volume = {12}, shorttitle = {Professional development in clinical leadership}, journal = {Faculty of Education, University of Cambridge Working Paper}, author = {Hofmann, Riikka and Vermunt, Jan D.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6Q2DFWUW}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {2017}, } @misc{noauthor_professional_nodate, title = {Professional {Development} in the {OECS} {Gets} an {Upgrade}!}, url = {https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade}, abstract = {OECS/USAID Early Learners Program (ELP) Media Release}, language = {en-US}, urldate = {2020-07-25}, note = {Library Catalog: pressroom.oecs.org KerkoCite.ItemAlsoKnownAs: 2129771:IRCURLQF}, } @misc{warner-arnold_professional_2020, title = {Professional {Development} in the {OECS} {Gets} an {Upgrade}!}, url = {https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade}, author = {Warner-Arnold, Tracey}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MT3PK89M 2486141:445QDQRK}, } @article{kerkhoff_professional_2021, title = {Professional {Development} on {Digital} {Literacy} and {Transformative} {Teaching} in a {Low}‐{Income} {Country}: {A} {Case} {Study} of {Rural} {Kenya}}, doi = {10.1002/rrq.392}, author = {Kerkhoff, Shea and Makubuya, Timothy}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2129771:GCRUZUI9 5242966:CD6M3687}, } @article{hill_professional_2013, title = {Professional {Development} {Research}: {Consensus}, {Crossroads}, and {Challenges}}, volume = {42}, issn = {0013-189X, 1935-102X}, shorttitle = {Professional {Development} {Research}}, url = {http://edr.sagepub.com/content/42/9/476}, doi = {10.3102/0013189x13512674}, abstract = {Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.}, language = {en}, number = {9}, urldate = {2016-03-26}, journal = {Educational Researcher}, author = {Hill, Heather C. and Beisiegel, Mary and Jacob, Robin}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10.3102/0013189x13512674 10/gdqbjb 2129771:MF7TTMV3 2129771:MUT2GQHL 2129771:SRQKUI6G 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2 261495:VJA8F9C2}, keywords = {C:International}, pages = {476--487}, } @techreport{vvob_professional_2015, title = {Professional {Learning} {Communities} - {A} {Guideline} for {South} {African} {Schools}}, url = {https://southafrica.vvob.org/sites/southafrica/files/professional_learning_communities_a_guideline_for_south_african_schools_0_0.pdf}, abstract = {The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.}, language = {English}, urldate = {2021-06-25}, institution = {VVOB}, author = {{VVOB}}, month = may, year = {2015}, pages = {36}, } @article{stoll_professional_2006, title = {Professional {Learning} {Communities}: {A} {Review} of the {Literature}}, volume = {7}, issn = {1389-2843, 1573-1812}, shorttitle = {Professional {Learning} {Communities}}, url = {https://doi.org/10.1007/s10833-006-0001-8}, doi = {10.1007/s10833-006-0001-8}, abstract = {International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.}, language = {en}, number = {4}, urldate = {2021-06-22}, journal = {Journal of Educational Change}, author = {Stoll, Louise and Bolam, Ray and McMahon, Agnes and Wallace, Mike and Thomas, Sally}, month = dec, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-006-0001-8 2129771:NH7UUAGS 2129771:NIBX22E8}, pages = {221--258}, } @article{sargent_professional_2015, title = {Professional learning communities and the diffusion of pedagogical innovation in the {Chinese} education system}, volume = {59}, doi = {10.1086/678358}, number = {1}, journal = {Comparative Education Review}, author = {Sargent, Tanja Carmel}, year = {2015}, note = {ISBN: 0010-4086 Publisher: University of Chicago Press Chicago, IL}, pages = {102--132}, } @article{du_plessis_professional_2010, title = {Professional {Learning} {Communities} in the {Teachers}' {College}: {A} {Resource} for {Teacher} {Educators}.}, journal = {EQUIP1}, author = {Du Plessis, Joy and Muzaffar, Irfan}, year = {2010}, note = {Publisher: ERIC}, keywords = {⛔ No DOI found}, } @incollection{darling-hammond_professional_2009, address = {Washington, DC}, title = {Professional learning in the learning profession}, url = {http://www.ostrc.org/docs/document_library/ppd/Professionalism/Professional%20Learning%20i}, booktitle = {National {Staff} {Development} {Council}}, author = {Darling-Hammond, L. and Wei, R.C. and Andree, A. and Richardson, N. and Orphanos, S.}, year = {2009}, } @inproceedings{hennessy_professional_2014, address = {Johannesburg, South Africa}, title = {Professional learning with {ICT} in the southern {African} context: {The} {UNISA}-{Cambridge} collaboration on {Advanced} {Diplomas} in {Education}.}, copyright = {All rights reserved}, url = {http://tinyurl.com/2014ICTsummit}, abstract = {It is clear from the recent 2013 conference of the Distance Education Teachers’ Association hosted at the University of Nairobi that an increasing number of the developing countries of Africa are exploiting the potential of distance and school-based learning for the development of more and better teachers in pursuit of agendas informed by the EFA mandate and the MDGs. This requires access in turn to more and better resources that can help new teachers to conceptualise their emerging practice and also help existing teachers to think about how they might need to adapt their current practices to develop the knowledge and skills necessary for success in an increasingly information rich global knowledge society made possible through increasingly accessible and aff ordable ICT. This presentation off ers insights into how both distance teacher education and schooling itself can be revolutionised through exploiting powerful new technologies and harnessing the potential of OER. We report on the progress of a collaboration between UNISA and the Centre for Commonwealth Education (University of Cambridge, UK), on the new Advanced Diplomas in Education (ADEs). The ADE is a new qualifi cation in the South African national qualifi cations framework that was introduced as part of a comprehensive national review of minimum requirements for teacher education [3]; these place increased emphasis on the teacher’s role as a knowledge worker encompassing disciplinary, pedagogic, fundamental and contextual learning. The ADE is targeted at qualifi ed teachers who wish to deepen their understanding of the teaching of particular subjects in particular phases. Drawing on the resources, networks and expertise of UNISA, AIMSSEC and the OER4Schools project, we seek to develop new ADE qualifi cations for mathematics and science. Specifi c examples include modules on Shape and Space, the Earth and Beyond, and Biodiversity. The ADEs: • provide students with a deeper understanding of pedagogical subject knowledge for eff ective and inclusive teaching in diverse contexts, • concretely apply pedagogical theories and action research within their teaching, • demonstrate competence in subject teaching through problem solving, • develop the ability to teach subjects drawing on a coherent, deep conceptual understanding, of both subjects and subject pedagogy, • broaden teaching and learning horizons by using appropriate technology/ICT eff ectively, and • increase understanding of the role of the various subjects (such as science, mathematics, technology) in society}, urldate = {2014-06-09}, booktitle = {Prezi}, author = {Hennessy, S. and Dreyer, J. and Paulsen, R. and Haßler, Björn and Loubser, C. and Beardon, T. and Mays, T.}, month = mar, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5C6S9H6Y}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @phdthesis{raji_professionalisierung_2012, type = {{PhD} {Thesis}}, title = {Professionalisierung von {Bildungs}- und {Berufsberatung} in {Nigeria} – {Analyse} der nationalen und internationalen theoriebegründeten {Konzeptentwicklung} und der {Vernetzung} der {Akteure}}, url = {http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf}, urldate = {2019-05-29}, school = {Technische Universität Dresden}, author = {Raji, Moromoke Nimota}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VMRLDQP2 2317526:WZQQAWNR}, keywords = {C:Nigeria}, } @techreport{open_development_and_education_program_2022, title = {Program {Assessment} of {Kolibri} {FLY}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/V8RPQRWX}, language = {en}, institution = {OpenDevEd}, author = {{Open Development and Education}}, month = jan, year = {2022}, doi = {10.53832/opendeved.0270}, note = {ZenodoArchiveID: 6422473 ZenodoArchiveConcept: 6422472 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0202 10.53832/opendeved.0270 2129771:6ZQ9VHHC 2129771:V8RPQRWX}, keywords = {\_r:AddedByZotZen}, } @misc{pasec_programme_nodate, title = {Programme d'analyse des systèmes éducatifs de la {Confemen}}, url = {http://www.pasec.confemen.org/}, abstract = {le PASEC vise à informer sur l’évolution des performances des systèmes éducatifs, afin d’aider à l’élaboration et au suivi des politiques éducatives.}, language = {fr-FR}, urldate = {2020-08-24}, author = {PASEC}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XTKDVIZ6}, } @article{fitzpatrick_programmes_2022, title = {Programmes to {Support} {Foundational} {Learning} in {South} {Asia}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17597}, doi = {10.19088/K4D.2022.081}, abstract = {Despite great achievements in improving school enrolment and completion levels in South Asia, a high proportion of learners continue to live in learning poverty, with approximately 50 per cent of learners unable to read or understand a simple text by age ten (UNICEF, 2021). Learning levels were severely impacted by large scale school closures as a result of Covid-19, with approximately 434 million learners impacted in the region (UNICEF, 2021). Improving foundational learning outcomes, particularly for the most marginalised, is a key policy priority for many South Asian countries. This report draws together learning from seven programmes in South Asia aimed at improving foundational learning, to provide insight into effective approaches that have previously or continue to have an impact on foundational learning levels.}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachel}, month = jun, year = {2022}, note = {Accepted: 2022-08-15T15:29:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.081 2129771:TVUKNCXY 4869029:EJZK3AXU}, } @article{sietsma_progress_2021, title = {Progress in climate change adaptation research}, volume = {16}, url = {https://iopscience.iop.org/article/10.1088/1748-9326/abf7f3/meta}, doi = {10.1088/1748-9326/abf7f3}, number = {5}, urldate = {2024-02-24}, journal = {Environmental Research Letters}, author = {Sietsma, Anne J. and Ford, James D. and Callaghan, Max W. and Minx, Jan C.}, year = {2021}, note = {Publisher: IOP Publishing}, pages = {054038}, } @article{lenhardt_progress_2021, title = {Progress {Towards} {Meaningful} {Women}’s {Participation} in {Conflict} {Prevention} and {Peacebuilding} {Decision}-making}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17365}, doi = {10.19088/K4D.2022.044}, abstract = {The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.}, language = {en}, urldate = {2022-12-18}, author = {Lenhardt, Amanda}, month = dec, year = {2021}, note = {Accepted: 2022-05-03T12:44:23Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.044 2129771:M5GQ4Y2Q 4869029:U6YZPPKZ}, } @article{tchombe_progressive_2014, title = {Progressive {Transformative} {Teacher} {Education} in {Cameroon}}, volume = {33}, url = {https://s3.amazonaws.com/academia.edu.documents/34649651/ELM_33_1_print.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551742406&Signature=K5v950wx3V05uB3BhfjCP40La58%3D&response-content-disposition=inline%3B%20filename%3DEducational_Leadership_and_Management_St.pdf#page=27}, language = {en}, number = {1}, author = {Tchombe, T.M.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QAYBZIQQ 2292089:7WIEFX5T}, keywords = {:C:Cameroon, Cited, RRQ1:High, RRQ2:Medium, ⛔ No DOI found}, pages = {23--33}, } @techreport{world_bank_project_2020, title = {Project {Appraisal} {Document}: {Sierra} {Leone} {Free} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf}, urldate = {2020-07-15}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3IHMX3GM 2486141:T9DW3TCU}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_project_2022, title = {Project: {Extending} design thinking with emerging digital technologies ({Exten}.{D}.{T}.2)}, shorttitle = {Project}, url = {https://lnu.se/en/research/research-projects/project-extending-design-thinking-with-emerging-digital-technologies/}, abstract = {The core ideas of the project rest on the assumption that design thinking combined with emerging technologies such as artificial intelligence, augmented reality, and educational robotics provide new and innovative ways to address the challenges and opportunities for learning and education in the age of digital transformations – from current to future practices.}, language = {en}, urldate = {2023-02-02}, journal = {Lnu.se}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IFRBXIC4}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document} ({PID}): {Sierra} {Leone} {Free} {Education} {Project} ({P167897})}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, number = {PIDA26770}, urldate = {2020-11-25}, institution = {World Bank Group}, author = {{World Bank}}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MB6GPUQR 2339240:6FWAUCW5 2405685:XAKZSJBD}, keywords = {\_C:Sierra Leone SLE}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document}: {Sierra} {Leone} {Free} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KKB6BM39 2405685:GIC5MV46}, keywords = {\_C:Sierra Leone SLE}, } @article{basseterre_project_nodate, title = {Project {Name} {St}. {Kitts} and {Nevis}-{OECS} {Education} {Development} {Project}}, author = {Basseterre, St Kitts and Jules, Didacus}, collaborator = {{E. S. Sector}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GCMHB9AR}, keywords = {⛔ No DOI found}, } @article{america_project_nodate, title = {Project {Name} {St}. {Lucia}-{OECS} {Education} {Development} {Project}}, author = {America, Region Latin and Region, Caribbean and Sector, E. S. and Basseterre, St Kitts and Jules, Didacus}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:42TEDI45}, keywords = {⛔ No DOI found}, } @misc{noauthor_project_nodate, title = {Project {Status} {Report} on the {Construction} of 2-{Blocks} of 44-{Room} {Students}}, language = {en}, } @techreport{villavicencio_project_2023, type = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Project updates for {Climate}, {Environment} and {Education} {Adaptation} {Research} ({CLEEAR}) {Tanzania} {Steering} {Committee}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/6V9PMAJB}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {12}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Hassler, Bjoern}, month = nov, year = {2023}, doi = {10.53832/opendeved.1032}, note = {ZenodoArchiveID: 10203975 ZenodoArchiveConcept: 10203974 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1032 2129771:6V9PMAJB}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{kuhfeld_projecting_2020, title = {Projecting the potential impacts of {COVID}-19 school closures on academic achievement}, url = {https://www.edworkingpapers.com/ai20-226}, doi = {10.26300/CDRV-YW05}, abstract = {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.}, language = {en}, urldate = {2020-08-12}, author = {Kuhfeld, Megan and Soland, James and Tarasawa, Beth and Johnson, Angela and Ruzek, Erik and Liu, Jing}, year = {2020}, note = {Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/CDRV-YW05 2129771:DVXWEXD6}, keywords = {\_\_C:filed:1}, } @misc{noauthor_projects_nodate, title = {Projects in {Federal} {College} of {Education} ({Technical}}, language = {en}, note = {Place: Gusau}, } @article{vlasschaert_proliferation_2020, series = {Kidney {Health} and {COVID}-19}, title = {Proliferation of {Papers} and {Preprints} {During} the {Coronavirus} {Disease} 2019 {Pandemic}: {Progress} or {Problems} {With} {Peer} {Review}?}, volume = {27}, issn = {1548-5595}, shorttitle = {Proliferation of {Papers} and {Preprints} {During} the {Coronavirus} {Disease} 2019 {Pandemic}}, url = {https://www.sciencedirect.com/science/article/pii/S1548559520301191}, doi = {10.1053/j.ackd.2020.08.003}, abstract = {The coronavirus disease 2019 (COVID-19) pandemic has spread exponentially throughout the world in a short period, aided by our hyperconnected world including global trade and travel. Unlike previous pandemics, the pace of the spread of the virus has been matched by the pace of publications, not just in traditional journals, but also in preprint servers. Not all publication findings are true, and sifting through the firehose of data has been challenging to peer reviewers, editors, as well as to consumers of the literature, that is, scientists, healthcare workers, and the general public. There has been an equally exponential rise in the public discussion on social media. Rather than decry the pace of change, we suggest the nephrology community should embrace it, making deposition of research into preprint servers the default, encouraging prepublication peer review more widely of such preprint studies, and harnessing social media tools to make these actions easier and seamless.}, language = {en}, number = {5}, urldate = {2021-10-05}, journal = {Advances in Chronic Kidney Disease}, author = {Vlasschaert, Caitlyn and Topf, Joel M. and Hiremath, Swapnil}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1053/j.ackd.2020.08.003 2129771:89FPW9DV}, keywords = {Blog posts, COVID-19, Critical appraisal, Peer review, Preprints, Twitter, \_genre:PR-primary\_research}, pages = {418--426}, } @article{population_council_promises_2021, title = {Promises to {Keep}: {Impact} of {COVID}-19 on {Adolescents} in {Kenya}}, shorttitle = {Promises to {Keep}}, url = {https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/1334}, doi = {10.31899/pgy19.1012}, journal = {Poverty, Gender, and Youth}, author = {Population Council and Presidential Policy {and} Strategy Unit (Kenya)}, month = jun, year = {2021}, } @article{dreesen_promising_nodate, title = {Promising practices for equitable remote learning}, url = {https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html}, language = {en}, author = {Dreesen, Thomas and Akseer, Spogmai and Brossard, Matt and Dewan, Pragya and Giraldo, Juan-Pablo and Kamei, Akito and Mizunoya, Suguru and Ortiz, Javier Santiago}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YHW4QG5F}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{dreesen_promising_2020, title = {Promising practices for equitable remote learning {Emerging} lessons from {COVID}-19 education responses in 127 countries}, author = {Dreesen, Thomas and Akseer, Spogmai and Brossard, Mathieu and Dewan, Pragya and Giraldo, Juan-Pablo and Kamei, Akito and Mizunoya, Suguru and Correa, Javier Santiago Ortiz}, year = {2020}, } @techreport{inter-agency_network_for_education_in_emergencies_promising_2022, title = {Promising {Practices} in {Teacher} {Professional} {Development}}, author = {Inter-Agency Network for Education in Emergencies}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:37FYLWZE}, keywords = {Final\_citation, cited, existing}, } @article{liao_promoting_2016, title = {Promoting {Effective} {Education} in {Electromagnetics}: {Taiwan}'s {School} of {Accessible} and {Visualized} {Electromagnetics} {Formed} [{Education} {Corner}]}, volume = {58}, issn = {1045-9243}, shorttitle = {Promoting {Effective} {Education} in {Electromagnetics}}, doi = {10.1109/map.2015.2501228}, abstract = {The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics.}, number = {1}, journal = {IEEE Antennas and Propagation Magazine}, author = {Liao, W. J. and Wu, R. B. and Wu, T. L. and Ma, T. G. and Pang, Y. H. and Tsai, Z. M. and Yu, H. H. and Tu, K. M. and Lin, H. C. and Peng, S. T.}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/map.2015.2501228 10/gf62h7 2129771:5NNDKTN6}, keywords = {Computer science, Electromagnetics, Engineering education, Market research, Radio frequency, Resource management, SAVE Website, Web sites, \_\_C:filed:1, computational electromagnetics, computer aided instruction, innovative teaching materials, large-scale online proficiency test, learning resource management consortium, online learning, school of accessible and visualized electromagnetics}, pages = {99--129}, } @article{nduna_promoting_2017, title = {Promoting effective {Work} {Integrated} {Learning} ({WIL}) and {Recognition} of {Prior} {Learning} ({RPL}) practices in the {TVET} sector through research}, abstract = {There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.}, language = {en}, author = {Nduna, Nothemba Joyce}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CQSZ4364 2317526:WRM7E45L}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @book{swainson_promoting_1998, title = {Promoting {Girls}' {Education} in {Africa}: {The} {Design} and {Implementation} of {Policy} {Interventions}. {Education} {Research} {Paper}.}, shorttitle = {Promoting {Girls}' {Education} in {Africa}}, publisher = {ERIC}, author = {Swainson, Nicola and Bendera, Stella and Gordon, Rosemary and Kadzamira, Esme}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QZ3QHUYT 4752638:FLG82F5U 4752638:LM6RKV4K 4752638:P4VUNU2P}, keywords = {\_C:Malawi MWI}, } @incollection{kadzamira_promoting_2000, address = {Cape Town}, title = {Promoting {Girls} {Primary} {Education}: {Innovation} through {Government} and {Donor} {Co}-operation}, language = {en}, booktitle = {Educating {Tomorrow}: {Lessons} from {Managing} {Girls}’ {Education} in {Africa}}, publisher = {Juta \& Co Ltd}, author = {Kadzamira, E.C. and Sisson, A}, editor = {Thody, A. and Kaabwe, E.S.M.}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RGJXWC4I 4752638:JGN838QV 4752638:S6DG5AYK}, keywords = {\_C:Malawi MWI}, pages = {191--205}, } @article{gambari_promoting_2016, title = {Promoting {Intrinsic} and {Extrinsic} {Motivation} among {Chemistry} {Students} using {Computer}-{Assisted} {Instruction}}, volume = {7}, issn = {1309-517X}, url = {https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161}, doi = {10.30935/cedtech/6161}, abstract = {The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.}, language = {english}, number = {1}, urldate = {2020-07-27}, journal = {Contemporary Educational Technology}, author = {Gambari, Isiaka A. and Gbodi, Bimpe E. and Olakanmi, Eyitao U. and Abalaka, Eneojo N.}, month = mar, year = {2016}, note = {Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2129771:PG4JC6A3 2129771:TVDK5NHS 2486141:AI95XPH6}, keywords = {\_\_C:filed:1}, pages = {25--46}, } @article{kirk_promoting_2007, title = {Promoting {Quality} {Education} in {Refugee} {Contexts}: {Supporting} {Teacher} {Development} in {Northern} {Ethiopia}}, volume = {53}, issn = {0020-8566}, shorttitle = {Promoting {Quality} {Education} in {Refugee} {Contexts}}, url = {https://www.jstor.org/stable/27715426}, doi = {10.1007/s11159-007-9061-0}, number = {5/6}, urldate = {2020-07-16}, journal = {International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education}, author = {Kirk, Jackie and Winthrop, Rebecca}, year = {2007}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-007-9061-0 2129771:H3K4ND9F 2129771:RP3MC7E8 2486141:5L3NTX36}, pages = {715--723}, } @article{fallon_promoting_2018, title = {Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans}, volume = {55}, issn = {1520-6807}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22107}, doi = {10.1002/pits.22107}, abstract = {Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.}, language = {en}, number = {3}, urldate = {2022-11-23}, journal = {Psychology in the Schools}, author = {Fallon, Lindsay M. and Cathcart, Sadie C. and DeFouw, Emily R. and O'Keeffe, Breda V. and Sugai, George}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107}, keywords = {diverse learners, implementation fidelity, single-case design}, pages = {278--294}, } @article{evens_promoting_2018, title = {Promoting the development of teacher professional knowledge: {Integrating} content and pedagogy in teacher education}, volume = {75}, issn = {0742-051X}, shorttitle = {Promoting the development of teacher professional knowledge}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X17315640}, doi = {10.1016/j.tate.2018.07.001}, abstract = {The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.}, language = {en}, urldate = {2020-09-11}, journal = {Teaching and Teacher Education}, author = {Evens, Marie and Elen, Jan and Larmuseau, Charlotte and Depaepe, Fien}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.07.001 2129771:P46BY82T 2486141:CHVQTFG5}, keywords = {Digital learning environment, Instructional design, Knowledge integration, Pedagogical content knowledge, Teacher professional knowledge}, pages = {244--258}, } @article{simiyu_promotion_2014, title = {Promotion of {PV} {Uptake} and {Sector} {Growth} in {Kenya} through {Value} {Added} {Training} in {PV} {Sizing}, {Installation} and {Maintenance}}, url = {https://www.sciencedirect.com/science/article/pii/S1876610214016579}, doi = {10.1016/j.egypro.2014.10.290}, abstract = {Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15\% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10\%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system.}, language = {en}, journal = {Energy Procedia}, author = {Simiyu, Justus and Waita, Sebastian and Musembi, Robinson and Ogacho, Alex and Aduda, Bernard}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.egypro.2014.10.290 10/gf62p8 2129771:VFFH9ZCF 2317526:W57PZ89F}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:access, P:culture, P:economy, P:electro, P:services, P:technician, T:Training, Z:Pv training, Z:cultural acceptance, Z:value addition, publicImportV1}, } @misc{noauthor_proposal_nodate, title = {Proposal}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9X6YWGC4 2129771:PUYX8AMA}, } @techreport{global_partnership_for_education_proposal_2020, title = {Proposal for {GPE} accelerated funding for {COVID}-19 response ({Malawi})}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf}, urldate = {2020-07-27}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6YIHN6BN}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_proposal_2018, title = {Proposal to the {Global} {Partnership} for {Education} for a contribution towards the implementation of the 2018-2020 {Education} {Sector} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CKJRFWUQ 2405685:GVAZB6TM}, } @techreport{rosenberg_proposal_2020, type = {preprint}, title = {Proposal to the {Spencer} {Foundation}: {Research} {Grants} on {Education}: {School}’s {Out} {For} . . . {Spring}? {Understanding} the {Response} of {School} {Districts} in the {United} {States} to {COVID}-19-{Related} {Disruptions}}, shorttitle = {Proposal to the {Spencer} {Foundation}}, url = {https://osf.io/9j2cu}, abstract = {There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld \& Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.}, urldate = {2020-08-12}, institution = {Open Science Framework}, author = {Rosenberg, Joshua and Rutherford, Teomara and Anderson, Daniel and White, Rachel S. and Nguyen, Ha and Kimmon, Royce}, month = jul, year = {2020}, doi = {10.31219/osf.io/9j2cu}, note = {KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8}, } @article{bolarina_prospects_2018, title = {Prospects, {Issues} and {Challenges} of {Technical} and {Vocational} {Education} and {Training} ({TVET}) in {Revamping} {Nigeria}'s {Depressed} {Economy}}, volume = {4}, url = {http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf}, abstract = {Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.}, language = {en}, number = {1}, journal = {International Journal of Vocational and Technical Education Research}, author = {Bolarina, Fehintola Fatimoh Bintu and Akinyele, Temitayo Abosede}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RCZXNRUT 2317526:V85JMU8R UTI-8A876AB1-4639-3E89-A9AA-2B55532EA115}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:higher education, T:CTE, T:OE, T:PVE, T:TVET, T:career, T:occupational education, T:professional and vocational education, publicImportV1, ⛔ No DOI found}, pages = {1--18}, } @misc{chui_protecting_2015, title = {Protecting {Student} {Data} in a {Digital} {World}}, url = {https://www.mckinsey.com/industries/education/our-insights/protecting-student-data-in-a-digital-world.}, language = {en}, author = {Chui, M. and Sarakatsannis, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:A4IR6CDF}, keywords = {Final\_citation, anystyle, existing}, } @misc{noauthor_proticus_nodate, title = {Proticus}, url = {https://www.porticus.com/en/home/}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GHG3FY3Q}, } @inproceedings{quiroga-torres_prototype_2019, address = {Singapore}, series = {{IFMBE} {Proceedings}}, title = {Prototype {Measurement} {System} for the {Eye}-{Hand} {Coordination} {Test} of the {Developmental} {Test} of {Visual} {Perception}}, isbn = {978-981-10-9035-6}, doi = {10.1007/978-981-10-9035-6_127}, abstract = {The current version of the Developmental Test of Visual Perception (DTVP-3) is one of the most commonly used tests to identify the presence and degree of visual-perceptual and visual-integration deficits in children from 4 to 12 years of age. This test consists of five main sub-tests including a eye-hand coordination test (EHCT). Currently, the EHCT is based on observations by a therapist and requires a post-hoc analysis using the DTVP normative data, a time-consumption task that is not free of therapist error. Thus, a medical device is needed to automatically measure, score and report the test scores obtained from the DTVP-3. This device will lead to an overall decrease in the time taken for the post-hoc analysis and an improvement in the accuracy of the EHCT score. We determined that the device must allow a stylus position to be tracked in two dimensions with a resolution of 1 mm and the system must be small in size in order not to interfere with the test. In this study, we proposed a system based on Hall-effect technology sensors, which allows distances from the magnetic field magnitudes to be indirectlyestimated using small sensors. A first prototype consisted of a matrix array of sensors. A radial basis function was used to model the magnitude-distance response of each sensor. The model was estimated by using a multivariate linear regression, and it was found that the proposed model for 1 mm resolution tests, had an average r2 of 99\%.}, language = {en}, booktitle = {World {Congress} on {Medical} {Physics} and {Biomedical} {Engineering} 2018}, publisher = {Springer}, author = {Quiroga-Torres, Daniel Alejandro and Lara, Juan S. and Miguel-Cruz, Antonio and Ríos-Rincón, Adriana María}, year = {2019}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-9035-6\_127 2129771:L5J2N7ZI 2129771:NF4FE63K 2129771:Y2S8HQTD}, keywords = {DTVP-3, Eye-hand coordination test, Hall-effect technology, Measurement system, \_\_C:filed:1}, pages = {687--691}, } @techreport{mcburnie_prototyping_2023, type = {{EdTech} {Fellowship}}, title = {Prototyping}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/JMUFCDN3}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {12}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Hassan, Mustafa Syed and Moustafa, Nariman and Walker, Hannah and Lurvink, Anne-Fleur and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1010}, note = {ZenodoArchiveID: 8386687 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1010 ZenodoArchiveConcept: 8386686}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @phdthesis{mwale_kelly_kezala_provision_2006, title = {Provision of continuing professional development by resource centres in selected high schools of the {Copperbelt} province}, url = {http://dspace.unza.zm/handle/123456789/482}, abstract = {The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.}, urldate = {2014-04-22}, author = {Mwale, Kelly Kezala}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SFV4LSDS 261495:Q2MT8IPR}, keywords = {CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, SPRINT}, } @article{sarfo_psychological_2016, title = {Psychological {Framework} for {Quality} {Technical} and {Vocational} {Education} and {Training} in the {Twenty}-{First} {Century}}, url = {https://link.springer.com/10.1007/978-3-319-17727-4_65-1}, doi = {10.1007/978-3-319-17727-4_65-1}, abstract = {To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.}, language = {en}, journal = {Learning, Design, and Technology}, author = {Sarfo, FK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4\_65-1 10/gf622m 2129771:PFKXJ28J 2317526:2X7AQQ3N UTI-61077B51-DB52-3D8E-A2D1-A8D7C4EFFC99}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, T:Training, \_C:Ghana GHA, publicImportV1}, } @article{weiner_psychometric_2017, title = {Psychometric assessment of three newly developed implementation outcome measures}, volume = {12}, issn = {1748-5908}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5576104/}, doi = {10.1186/s13012-017-0635-3}, abstract = {Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users.}, urldate = {2022-11-22}, journal = {Implementation Science : IS}, author = {Weiner, Bryan J. and Lewis, Cara C. and Stanick, Cameo and Powell, Byron J. and Dorsey, Caitlin N. and Clary, Alecia S. and Boynton, Marcella H. and Halko, Heather}, month = aug, year = {2017}, pmid = {28851459}, pmcid = {PMC5576104}, pages = {108}, } @article{xie_psychometric_2022, title = {Psychometric evaluation of the self-efficacy questionnaire for children ({SEQ}-{C}): validation among {Chinese} children and adolescents}, issn = {1936-4733}, shorttitle = {Psychometric evaluation of the self-efficacy questionnaire for children ({SEQ}-{C})}, url = {https://doi.org/10.1007/s12144-022-03046-6}, doi = {10.1007/s12144-022-03046-6}, abstract = {The Self-Efficacy Questionnaire for Children (SEQ-C) is a well-established measure of self-efficacy including three specific task demands, that is, academic self-efficacy, social self-efficacy, and emotional self-efficacy. The present study examined the applicability of the SEQ-C for measuring children’s self-efficacy in a Chinese population. The sample was comprised of 1491 students in Grade 4 to 11 (boys = 52.8\%; mean age = 13.0 years) in Wuhan, Hubei Province, China. Confirmatory factor analysis (CFA) was conducted to test the factor structure of the SEQ-C. Also, bivariate correlations between SEQ-C and children’s prosocial behavior, bullying behavior and victimized experience were tested to reflect the convergent validity of the SEQ-C. The results revealed that a modified 20-item Chinese version of the SEQ-C had excellent internal consistency reliability, good construct validity, overall acceptable convergent validity and measurement invariance across gender and school level. Only minor adaptions were necessary, and the rationale for making these adjustments was based on both content and performance of the measure. In addition to the cross-cultural validation, this study has extended the age range of the target users (14 to 17 years) by confirming the suitability of the SEQ-C for age groups spanning primary and secondary school children aged between 9 and 18 years. For those working and doing research in schools, this validation study increases confidence in the use of the Chinese SEQ-C and its subscales for identifying children’s self-efficacy in specific domains and for conducting research on interventions where self-efficacy is an important predictor or outcome.}, language = {en}, urldate = {2022-04-08}, journal = {Current Psychology}, author = {Xie, Han and Shlonsky, Aron and Harrigan, Susy}, month = mar, year = {2022}, } @inproceedings{ahrabian_pubgraph_2023, title = {{PubGraph}: {A} {Large}-{Scale} {Scientific} {Knowledge} {Graph}}, shorttitle = {{PubGraph}}, url = {https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Knowledge-Graph-Ahrabian-Du/64fcc4ccc5cecc63f3456558f6deb8a1e89923c7}, abstract = {Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications.}, urldate = {2024-03-10}, author = {Ahrabian, Kian and Du, Xinwei and Myloth, Richard Delwin and Ananthan, Arun Baalaaji Sankar and Pujara, J.}, month = feb, year = {2023}, } @article{ahrabian_pubgraph_2023, title = {{PubGraph}: {A} {Large} {Scale} {Scientific} {Temporal} {Knowledge} {Graph}}, shorttitle = {{PubGraph}}, url = {https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Temporal-Graph-Ahrabian-Du/e6fba323a73d7c829b490e5b09dc136f3919c827}, abstract = {Research publications are the primary vehicle for sharing sci-entific progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tific research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientific progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufficient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning.}, urldate = {2024-03-10}, journal = {ArXiv}, author = {Ahrabian, Kian and Du, Xinwei and Myloth, Richard Delwin and Ananthan, Arun Baalaaji Sankar and Pujara, J.}, year = {2023}, keywords = {⛔ No DOI found}, } @article{subban_public_2014, title = {Public {Administration} {Training} and {Development} in {Africa}: {The} {Case} of the {Republic} of {South} {Africa}}, doi = {10.1080/15236803.2014.12001804}, abstract = {South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment.}, language = {en}, journal = {Journal of Public Affairs Education}, author = {Subban, Mogie and Vyas-Doorgapersad, Shikha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15236803.2014.12001804 10/gf622g 2129771:U9QT565G 2317526:JN7MMLM7 LOCAL-WOS:000410029600006}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, P:administration, P:environment, P:service industry, T:Ausbildung, Z:action learning, Z:capacity, Z:developmental state, Z:new public governance, publicImportV1}, } @article{webb-girard_public_2012, title = {Public health interventions, barriers, and opportunities for improving maternal nutrition in {Northeast} {Nigeria}}, volume = {33, Supplement 1}, language = {en}, journal = {Food and Nutrition Bulletin}, author = {Webb-Girard, Amy and Dzingina, Cynthia and Akogun, Oladele B and Mason, John B. and McFarland, Deborah A.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AAUGPS42 2129771:CUD4PVB2 2486141:Y55ZEYQ5}, keywords = {⛔ No DOI found}, pages = {51--70}, } @article{oliveira_public_2017, title = {Public {Policies} of {Agroecology} in the {State} of {Minas} {Gerais}: {An} {Analysis} from the perspective of dichotomic paradigms of agrarian development}, volume = {2}, number = {2}, journal = {Anais do Encontro Nacional de Ensino e Pesquisa do Campo de Públicas}, author = {Oliveira, Andre Correa de}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E5BSXZA3}, keywords = {Author:OpenDevEd}, } @article{okpor_public-private_2012, title = {Public-private partnership for skill acquisition and vocational technical education development in {Nigeria}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91}, abstract = {This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.}, language = {en}, journal = {Mediterranean Journal of Social Sciences}, author = {Okpor, I and Najimu, H}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CI83ZTKH 2317526:CKZC5QTG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, T:Ausbildung, T:TVET, T:occupational education, publicImportV1, ⛔ No DOI found}, } @book{european_training_foundation_public-private_2020, address = {LU}, title = {Public-private partnerships for skills development: a governance perspective. {Volume} {II}, {Case} studies.}, shorttitle = {Public-private partnerships for skills development}, url = {https://data.europa.eu/doi/10.2816/371790}, language = {en}, urldate = {2024-03-19}, publisher = {Publications Office}, author = {{European Training Foundation.}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:N8JMF4AI}, keywords = {Final\_citation}, } @misc{concerned_academics_public_2020, title = {Public {Universities} with a {Public} {Conscience} - {A} {Proposed} {Plan}.pdf}, url = {https://drive.google.com/file/d/1tyiyKND-5xT1W2BNaYZ43yCJmWb7Y-vR/view?usp=embed_facebook}, abstract = {A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic}, urldate = {2020-04-21}, author = {Concerned Academics}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:475ZBNH8}, } @article{anazco_publication_2021, title = {Publication rate and citation counts for preprints released during the {COVID}-19 pandemic: the good, the bad and the ugly}, volume = {9}, issn = {2167-8359}, shorttitle = {Publication rate and citation counts for preprints released during the {COVID}-19 pandemic}, url = {https://peerj.com/articles/10927}, doi = {10.7717/peerj.10927}, abstract = {Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7\%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p {\textless} 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p {\textless} 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p {\textless} 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal.}, language = {en}, urldate = {2021-10-05}, journal = {PeerJ}, author = {Añazco, Diego and Nicolalde, Bryan and Espinosa, Isabel and Camacho, Jose and Mushtaq, Mariam and Gimenez, Jimena and Teran, Enrique}, month = mar, year = {2021}, note = {Publisher: PeerJ Inc.}, pages = {e10927}, } @misc{noauthor_publications_nodate, title = {Publications}, url = {https://grid3.org/resources/publications}, abstract = {Academic and GRID3 publications}, language = {en-US}, urldate = {2021-03-18}, journal = {GRID3}, } @misc{noauthor_publications_nodate, title = {Publications and {Resources} {\textbar} {Adult} {Education} and {Literacy} {\textbar} {U}.{S}. {Department} of {Education}}, url = {https://lincs.ed.gov/state-resources/federal-initiatives/draw/landscape/resources}, abstract = {Dive Deeper into the DRAW Landscape Scan AT A GLANCE}, language = {en}, urldate = {2023-11-01}, } @misc{bmbf-internetredaktion_publikationen_nodate, title = {Publikationen}, url = {https://www.bmbf.de/publikationen/index.php}, abstract = {Hier finden Sie eine Auflistung aller Publikationen des Ministeriums.}, language = {de}, urldate = {2020-08-04}, journal = {Bundesministerium für Bildung und Forschung - BMBF}, author = {BMBF-Internetredaktion}, note = {Library Catalog: www.bmbf.de KerkoCite.ItemAlsoKnownAs: 2129771:CX2VA7BQ}, } @techreport{unicef_pulse_2022, address = {New York}, title = {Pulse {Check} on {Digital} {Learning}}, url = {https://www.unicef.org/media/132096/file/Pulse%20Check.pdf}, urldate = {2024-03-19}, institution = {UNICEF}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:5W278JTU}, keywords = {Final\_citation}, } @techreport{unicef_pulse_2022, title = {Pulse {Check} on {Digital} {Learning}}, url = {https://www.unicef.org/reports/pulse-check}, abstract = {On Digital Learning}, language = {en}, urldate = {2022-12-14}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:QILIXLDF}, keywords = {Final\_citation, cited, existing}, } @article{benshaul-tolonen_pupil_2019, title = {Pupil absenteeism, measurement, and menstruation: {Evidence} from western {Kenya}}, volume = {74}, shorttitle = {Pupil absenteeism, measurement, and menstruation}, journal = {CDEP-CGEG WP}, author = {Benshaul-Tolonen, Anja and Garazi, Zulaika and Nyothach, Elizabeth and Oduor, Clifford and Mason, Linda and Obor, David and Alexander, Kelly T. and Laserson, Kayla F. and Phillips-Howard, Penelope A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZMD7KKI6}, keywords = {⛔ No DOI found}, } @article{njobvu_pupil_nodate, title = {Pupil {Indiscipline} in the ‘{No} {Corporal} {Punishment} {Era}’in {Zambia}: {Trends} and {Implications} for {Management} in {Schools}}, shorttitle = {Pupil {Indiscipline} in the ‘{No} {Corporal} {Punishment} {Era}’in {Zambia}}, url = {https://www.academia.edu/download/65056494/document_18_.pdf}, urldate = {2023-12-05}, author = {Njobvu, Tommie and Hamomba, Ian and Simuyaba, Eunifridah}, keywords = {⛔ No DOI found}, } @article{dauphin_pupil_2019, title = {Pupil {Learning} with {Digital} {Tablet} in {Classroom}}, volume = {20}, number = {4}, journal = {Journal of Economics and Economic Education Research}, author = {Dauphin, Anyck}, year = {2019}, note = {Publisher: Jordan Whitney Enterprises, Inc KerkoCite.ItemAlsoKnownAs: 2129771:I7QZWL7W}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {1--19}, } @misc{department_for_education_england_united_kingdom_pupils_nodate, title = {Pupils' progress in the 2020 to 2022 academic years}, url = {https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years}, abstract = {Research reports presenting findings from analysis into the progress pupils made during the 2020 to 2021 and 2021 to 2022 academic years.}, language = {en}, urldate = {2022-04-18}, journal = {GOV.UK}, author = {{Department for Education (England, United Kingdom)}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DZGMKT2V}, } @article{lall_pushing_2011, title = {Pushing the child centred approach in {Myanmar}: the role of cross national policy networks and the effects in the classroom}, volume = {52}, issn = {1750-8487, 1750-8495}, shorttitle = {Pushing the child centred approach in {Myanmar}}, url = {http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072}, doi = {10.1080/17508487.2011.604072}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {Critical Studies in Education}, author = {Lall, Marie}, month = oct, year = {2011}, note = {shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2129771:HTJAIJ8S 2405685:R89YSEAB}, keywords = {C:Myanmar, \_C:Australia AUS, \_C:Canada CAN, \_C:Germany DEU, \_C:India IND, \_C:Japan JPN, \_C:Mongolia MNG, \_C:Myanmar MMR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Thailand THA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {219--233}, } @techreport{education_endowment_foundation_putting_2019, title = {Putting evidence to work: {A} school's guide to implementation}, url = {https://dera.ioe.ac.uk/31088/1/EEF-Implementation-Guidance-Report.pdf}, urldate = {2022-02-22}, author = {Education Endowment Foundation}, year = {2019}, } @techreport{sharples_putting_2019, title = {Putting {Evidence} to {Work}: {A} {School}'s {Guide} to {Implementation}}, url = {https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/implementation/EEF-Active-Ingredients-Summary.pdf?v=1635355218}, urldate = {2023-10-26}, author = {Sharples, Jonathan and Albers, Bianca and Fraser, Stephen and Kime, Stuart}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L3SHKH8N 2486141:PSU7AK3D}, } @article{valters_putting_nodate, title = {Putting learning at the centre}, language = {en}, author = {Valters, Craig and Cummings, Clare and Nixon, Hamish}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVVZBL4T}, keywords = {⛔ No DOI found}, pages = {33}, } @techreport{vvob_putting_2017, title = {Putting {SDG4} into practice: professional learning communities in education {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/putting-sdg4-into-practice-professional-learning-communities-in-education}, abstract = {Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities.}, language = {English}, urldate = {2021-06-22}, institution = {VVOB}, author = {{VVOB}}, year = {2017}, pages = {12}, } @article{oleiwi_pv-solar_2021, title = {{PV}-{Solar} {Power} {Generation} in {Educational} {Institutions}}, volume = {1879}, issn = {1742-6596}, url = {https://dx.doi.org/10.1088/1742-6596/1879/3/032070}, doi = {10.1088/1742-6596/1879/3/032070}, abstract = {The PV solar system on the rooftop of buildings is a good source of renewable electric energy. Iraq has very large number of educational institutions with large non-invested rooftop with shortage of electrical energy supply. The present work aims at construction a simulation for PV-System action installed on rooftop of educational institutions in Baghdad using Green Power Solution (GPS) and PV-Syst programs. Based on the surface area of the schools’ roofs, the GPS program estimated three main PV-Systems which can be carried out, 63kW, 50kW, and 30kW in order to supply the electric power to selected school. Due to allocating few hours for school’s studying time along the year, the suitable PV-System is on-grid connection. The results indicated that the annual system performance ratio is 81.9\% and the annual output power of these systems were 111.0 MWh/year, 88 MWh/year and 51.4 MWh/year respectively, 19.3MWh/year of them was consumed for this school and the rest is a feedback for grid. This green generation reduced the amount of emission CO2 by 73.981 tons, 62.216 tons and 36.3398 tons per year for systems 63kW, 50kW and 30kW respectively. The results also appear that the initial capital cost of each system can be recovered during the first six years of system operation.}, language = {en}, number = {3}, urldate = {2024-03-14}, journal = {Journal of Physics: Conference Series}, author = {Oleiwi, Fadhil Mahmood and Kasim, Naseer K. and Atwan, Ahmed F.}, month = may, year = {2021}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1879/3/032070 2129771:39XT7PGU 2486141:25JPZZIV}, pages = {032070}, } @article{kaur_qualitative_2021, title = {Qualitative exploration of digital chatbot use in medical education: {A} pilot study}, volume = {7}, shorttitle = {Qualitative exploration of digital chatbot use in medical education}, doi = {10.1177/20552076211038151}, journal = {Digital Health}, author = {Kaur, Anjuli and Singh, Sid and Chandan, Joht S. and Robbins, Tim and Patel, Vinod}, year = {2021}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2129771:938ZKFNM 2129771:KY594F3S 2129771:RDW97XGF}, keywords = {Artificial intelligence, digital health, education, lifestyle, machine learning, technology}, pages = {20552076211038151}, } @book{creswell_qualitative_2016, title = {Qualitative {Inquiry} and {Research} {Design}: {Choosing} {Among} {Five} {Approaches}}, isbn = {978-1-5063-3019-8}, shorttitle = {Qualitative {Inquiry} and {Research} {Design}}, abstract = {In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.}, language = {en}, publisher = {SAGE Publications}, author = {Creswell, John W. and Poth, Cheryl N.}, month = dec, year = {2016}, note = {Google-Books-ID: DLbBDQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:84VMWTMH 4869029:EXYSYASL}, keywords = {Reference / Research, Social Science / Methodology}, } @article{hamilton_qualitative_2019, title = {Qualitative methods in implementation research: an introduction}, volume = {280}, shorttitle = {Qualitative methods in implementation research}, doi = {10.1016/j.psychres.2019.112516}, journal = {Psychiatry research}, author = {Hamilton, Alison B. and Finley, Erin P.}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.psychres.2019.112516 2129771:XCNQGXZ5 4869029:XHJGXMHY}, pages = {112516}, } @book{mason_qualitative_2002, edition = {2}, title = {Qualitative researching}, publisher = {Sage}, author = {Mason, Jennifer}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IZJLJ5WS 2129771:S3AYR6UI 2486141:EZYZ3VFS 503888:EUYARIXJ}, keywords = {CitedIn:BIBBTVET, CitedIn:eCubed, DL4D cited, Done:ReferenceFixed, TPD@Scale-cited, TPD@Scale\_1, eCubed}, } @article{cartieaux_qualite_2011, title = {Qualité de l’air à l’intérieur des écoles}, volume = {18}, issn = {0929693X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0929693X11001928}, doi = {10.1016/j.arcped.2011.04.020}, language = {fr}, number = {7}, urldate = {2022-06-02}, journal = {Archives de Pédiatrie}, author = {Cartieaux, E. and Rzepka, M.-A. and Cuny, D.}, month = jul, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.arcped.2011.04.020 2129771:TC32NG5X 4682641:I45LBBDU}, pages = {789--796}, } @misc{noauthor_quality_nodate, title = {Quality {Assurance} - {Appendix} {B}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JTCLDYUK 2129771:TSEIA2BT}, } @misc{noauthor_quality_nodate, title = {Quality {Assurance} - {Appendix} {H}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5E4VQL4K 2129771:784XT934}, } @misc{noauthor_quality_nodate, title = {Quality {Assurance} - {Appendix} {I}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RCAQFUIV 2129771:SNSG7WJC}, } @book{krishnaratne_quality_2013, address = {New Delhi}, title = {Quality education for all children? {What} works in education in developing countries: {International} {Initiative} for {Impact} {Evaluation}. {Working} {Paper} 20}, url = {http://www.3ieimpact.org/media/filer/2013/09/10/wp_20.pdf.}, publisher = {International Initiative for Impact Evaluation}, author = {Krishnaratne, S. and White, H. and Carpenter, E.}, year = {2013}, } @book{krishnaratne_quality_2013, address = {New Delhi}, title = {Quality {Education} for {All} {Children}? {What} {Works} in {Education} in {Developing} {Countries}. {Working} {Paper} 20}, publisher = {International Initiative for Impact Evaluation}, author = {Krishnaratne, Shari and White, Howard}, year = {2013}, } @article{de_dieu_quality_2020, title = {Quality {Education} in {Rwanda}: {A} {Critical} {Analysis} of {Quality} {Indicators}}, shorttitle = {Quality {Education} in {Rwanda}}, author = {de Dieu, Habyarimana Jean and Theogene, Hashakimana and Philothere, Ntawiha and Ke, Zhou}, year = {2020}, keywords = {⛔ No DOI found}, } @misc{noauthor_quality_2017, title = {Quality {Improvement} {Approaches}: {Implementation} {Science}}, shorttitle = {Quality {Improvement} {Approaches}}, url = {https://www.carnegiefoundation.org/blog/quality-improvement-approaches-implementation-science/}, abstract = {The implementation science approach to improvement in education centers on how to accommodate local school variables and other contextual factors that can impede successful implementation}, language = {en}, urldate = {2022-09-26}, journal = {Carnegie Foundation for the Advancement of Teaching}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DUGZRSNI}, } @techreport{leu_quality_2006, address = {Washington, DC}, title = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, shorttitle = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, url = {http://www.equip123.net/docs/E1-QualityEdLitReview.pdf}, institution = {USAID/EQUIP1}, author = {Leu, E. and Price-Rom, A.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DTBIL78F 261495:Z4BF9RA7}, } @techreport{leu_quality_2005, address = {Washington, DC}, title = {Quality {Teaching}: {Building} a {Flexible} and {Dynamic} {Approach}. {GEC} {Working} {Paper} {Series}. {Number} 2.}, shorttitle = {Quality {Teaching}}, url = {http://eric.ed.gov/?id=ED537472}, urldate = {2015-01-13}, institution = {Academy for Educational Development (AED)}, author = {Leu, Elizabeth and Hays, Frances and LeCzel, Donna Kay and O'Grady, Barbara}, year = {2005}, note = {Working Paper 2 KerkoCite.ItemAlsoKnownAs: 2129771:64Y55UDP 261495:P99WE9RQ}, } @article{leist_quantifying_2020, title = {Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking {Hamburg}, {Germany}, as an example}, volume = {31}, issn = {0924-3453}, shorttitle = {Quantifying segregation on a small scale}, url = {https://doi.org/10.1080/09243453.2019.1688845}, doi = {10.1080/09243453.2019.1688845}, abstract = {Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.}, number = {3}, urldate = {2021-03-07}, journal = {School Effectiveness and School Improvement}, author = {Leist, Sebastian A. and Perry, Laura B.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09243453.2019.1688845}, keywords = {Market models, \_C:Australia AUS, \_C:France FRA, \_C:Germany DEU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, school choice, segregation, socioeconomic status, student transitions}, pages = {356--380}, } @techreport{wall_quantitative_2015, title = {Quantitative {Analysis} of the {Distribution} of {Professional} {Staff} with {Advanced} {Degrees} in 2014 {Missouri} {Public} {School} {Districts} by {Student} {Ethnicity} and {Socioeconomic} {Status}}, url = {https://www.nwmissouri.edu/accreditation/NCATE/pdf/FocusVisit/Rejoinder/Exhibits/R.4.5.9%20Action%20Research%20Paper.pdf}, urldate = {2021-03-07}, author = {Wall, T J}, year = {2015}, keywords = {Lebanon\_event\_2021, \_C:Finland FIN, \_C:Norway NOR, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{moore_queer_2021, title = {Queer identity and theory intersections in mathematics education: a theoretical literature review}, volume = {33}, issn = {2211-050X}, shorttitle = {Queer identity and theory intersections in mathematics education}, url = {https://doi.org/10.1007/s13394-020-00354-7}, doi = {10.1007/s13394-020-00354-7}, abstract = {Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.}, language = {en}, number = {4}, urldate = {2022-04-05}, journal = {Mathematics Education Research Journal}, author = {Moore, Alexander S.}, month = dec, year = {2021}, pages = {651--687}, } @techreport{biggart_quest_2015, address = {London}, title = {Quest: {Evaluation} {Report} and {Executive} {Summary}}, abstract = {Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme.}, institution = {Education Endowment Foundation}, author = {Biggart, Andy and Sloan, Seaneen and O'Hare, Liam and Miller, Sarah}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V4AED23E 2486141:XATNUD4K}, keywords = {\_Added to LR, \_G:reviewed}, } @misc{propst_rd_2019, title = {R\&{D}: {Radiant} {Heat} and {Indoor} {Environments} {\textbar} {EMI}}, url = {https://emiworld.org/emi-tech/rd-radiant-heat-and-indoor-environments}, abstract = {Creating temperate indoor environments in the schools, hospitals, and ministry buildings we design.}, urldate = {2022-06-03}, journal = {EMI world}, author = {Propst, Daniel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EV5TBY4A 4682641:UCIZNPMW}, } @misc{rose_r_nodate, title = {R. {Mitchell} (2019)‘{Mapping} the landscape of education research by scholars based in sub-{Saharan} {Africa}: {Insights} from the {African} {Education} {Research} {Database}. {Synthesis} report’, {REAL} {Centre}, {University} of {Cambridge}}, shorttitle = {R. {Mitchell} (2019)‘{Mapping} the landscape of education research by scholars based in sub-{Saharan} {Africa}}, author = {Rose, P. and Downing, P. and Asare, S.}, } @book{giroux_race_2021, title = {Race, {Politics}, and {Pandemic} {Pedagogy}: {Education} in a {Time} of {Crisis}}, isbn = {978-1-350-18445-9}, shorttitle = {Race, {Politics}, and {Pandemic} {Pedagogy}}, abstract = {In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Giroux, Henry A.}, month = jan, year = {2021}, doi = {10.5040/9781350184466}, note = {Google-Books-ID: 5HgPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:ELW7RPW8 2129771:LXLXXLFA 2129771:THUNTPRT}, keywords = {Education / Philosophy, Theory \& Social Aspects, Philosophy / Political, Political Science / Political Ideologies / Fascism \& Totalitarianism, Social Science / Anthropology / Cultural \& Social}, } @incollection{posner_radical_2018, title = {Radical {Markets}: {Uprooting} {Capitalism} and {Democracy} for a {Just} {Society}}, copyright = {De Gruyter expressly reserves the right to use all content for commercial text and data mining within the meaning of Section 44b of the German Copyright Act.}, isbn = {978-1-4008-8945-7}, shorttitle = {Radical {Markets}}, url = {https://www.degruyter.com/document/doi/10.23943/9781400889457/html}, abstract = {Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking--and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how.}, language = {en}, urldate = {2024-03-04}, booktitle = {Radical {Markets}}, publisher = {Princeton University Press}, author = {Posner, Eric A. and Weyl, E. Glen}, month = may, year = {2018}, doi = {10.23943/9781400889457}, note = {KerkoCite.ItemAlsoKnownAs: 10.23943/9781400889457 4804264:CR7HHC8P}, keywords = {Final\_citation}, } @techreport{damani_radio_2020, title = {Radio: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Radio}, language = {en}, institution = {EdTech Hub}, author = {Damani, Kalifa and Mitchell, Joel}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:AFXL8QLA}, keywords = {Final\_citation, cited, existing}, } @article{damani_radio_2020, title = {Radio: {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Radio}, url = {https://zenodo.org/record/3948149}, doi = {10.5281/ZENODO.3948149}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.}, language = {en}, urldate = {2021-03-26}, author = {Damani, Kalifa and Mitchell, Joel}, month = jul, year = {2020}, note = {Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 2129771:6MWFSK4C 2486141:3BTPFJEM}, } @misc{noauthor_raiffet_nodate, title = {{RAIFFET} {\textbar} {Facebook}}, url = {https://www.facebook.com/raiffet}, urldate = {2020-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X8MI53GQ 2317526:AZ5BV2CL}, } @misc{noauthor_raiffet_nodate, title = {{RAIFFET} (@{RAIFFETmonde}) {\textbar} {Twitter}}, url = {https://twitter.com/raiffetmonde}, language = {en}, urldate = {2020-02-01}, journal = {Twitter}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5AUB3DTH 2317526:VVI2N7YN}, } @article{zubairi_raising_2016, title = {Raising domestic resources for equitable education}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf}, urldate = {2023-11-08}, journal = {Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education}, author = {Zubairi, Asma and Rose, Pauline}, year = {2016}, keywords = {⛔ No DOI found}, } @article{outhwaite_raising_2019, title = {Raising early achievement in math with interactive apps: {A} randomized control trial.}, volume = {111}, shorttitle = {Raising early achievement in math with interactive apps}, doi = {10.1037/edu0000286}, number = {2}, journal = {Journal of educational psychology}, author = {Outhwaite, Laura A. and Faulder, Marc and Gulliford, Anthea and Pitchford, Nicola J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/edu0000286 2129771:66NI522H 2129771:LY2ZRJVP 2129771:WY54J79B}, keywords = {\_\_C:filed:1}, pages = {284}, } @article{wong_rameses_2016, title = {{RAMESES} {II} reporting standards for realist evaluations}, volume = {14}, issn = {1741-7015}, url = {https://doi.org/10.1186/s12916-016-0643-1}, doi = {10.1186/s12916-016-0643-1}, abstract = {Realist evaluation is increasingly used in health services and other fields of research and evaluation. No previous standards exist for reporting realist evaluations. This standard was developed as part of the RAMESES II project. The project’s aim is to produce initial reporting standards for realist evaluations.}, number = {1}, urldate = {2023-10-23}, journal = {BMC Medicine}, author = {Wong, Geoff and Westhorp, Gill and Manzano, Ana and Greenhalgh, Joanne and Jagosh, Justin and Greenhalgh, Trish}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12916-016-0643-1 2129771:NMZQ4N2F}, keywords = {Delphi approach, Realist evaluation, Reporting guidelines}, pages = {96}, } @article{ngware_randomized_2015, title = {Randomized impact evaluation of education interventions: {Experiences} and lessons from a reading to learn intervention in {East} {Africa}}, volume = {38}, url = {https://doi.org/10.1080/1743727X.2014.965252.}, doi = {10.1080/1743727X.2014.965252}, number = {4}, journal = {International Journal of Research \& Method in Education}, author = {Ngware, M.W. and Abuya, B. and Oketch, M. and Admassu, K. and Mutisya, M. and Musyoka, P.}, year = {2015}, pages = {430--451}, } @article{gothwal_randomized_2018, title = {Randomized {Trial} of {Tablet} {Computers} for {Education} and {Learning} in {Children} and {Young} {People} with {Low} {Vision}}, volume = {95}, issn = {1538-9235}, url = {https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx}, doi = {10.1097/OPX.0000000000001270}, abstract = {SIGNIFICANCE  Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE  A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS  This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between {\textless}20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS  Nineteen participants (95\%) enrolled within 6 months in the United Kingdom, and 20 participants (100\%), in India. Retention at 3 months was 85\% (n = 17) in the United Kingdom and 95\% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90\%) found it easily accessible. CONCLUSIONS  This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.}, language = {en-US}, number = {9}, urldate = {2022-04-16}, journal = {Optometry and Vision Science}, author = {Gothwal, Vijaya K. and Thomas, Rachel and Crossland, Michael and Bharani, Seelam and Sharma, Sujata and Unwin, Hilary and Xing, Wen and Khabra, Komel and Dahlmann-Noor, Annegret}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2129771:6Q4P4FXX}, pages = {873--882}, } @article{groenwold_randomized_2014, title = {Randomized trials with missing outcome data: how to analyze and what to report}, volume = {186}, shorttitle = {Randomized trials with missing outcome data}, doi = {10.1503/cmaj.131353}, number = {15}, journal = {Canadian Medical Association Journal}, author = {Groenwold, Rolf HH and Moons, Karel GM and Vandenbroucke, Jan P.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1503/cmaj.131353 2129771:J5YNSL5W 2486141:5JB2CPE3}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, pages = {1153--1157}, } @article{akogun_rapid_2011, title = {Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of {North}-eastern {Nigeria}}, volume = {120S}, language = {en}, journal = {Acta Tropica}, author = {Akogun, Oladele B and MK, Akogun and Apake, E. and Kale, O.O.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CVCB3IVB 2129771:MAV3624L 2486141:6IRLYNKI}, keywords = {⛔ No DOI found}, pages = {62-- 68}, } @misc{american_institute_for_research_rapid-cycle_2018, title = {Rapid-{Cycle} {Evaluations}}, url = {https://optimizingoutcomes.air.org/rapid-cycle.php}, urldate = {2022-12-21}, author = {American Institute for Research}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UPSDIS3R 4426965:8YPNTQXR}, } @article{kuper_rapid_2018, title = {Rapid {Evidence} {Assessment} ({REA}) of {What} {Works} to {Improve} {Educational} {Outcomes} for {People} with {Disabilities} in {Low} and {Middle}-{Income} {Countries}. {Campbell} {Collaboration} and {International} {Centre} for {Evidence} in {Disability}}, url = {https://www.gov.uk/research-fordevelopment-outputs/improving-educational-outcomes-for-people-with-disabilities-in-low-and-middle-incomecountries-why-does-it-matter-and-what-works}, author = {Kuper, Hannah and Saran, Ashrita and White, Howard}, year = {2018}, keywords = {⛔ No DOI found}, } @techreport{damani_rapid_2020, title = {Rapid {Evidence} {Review}: {Accelerated} {Learning} and {EdTech}}, url = {https://edtechhub.org/wp-content/uploads/2020/09/RER-Accelerated-Learning-and-EdTech.pdf}, language = {English}, urldate = {2020-11-13}, institution = {The EdTech Hub}, author = {Damani, Kalifa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7QU7W8YI 2486141:8W7QWMPX}, } @misc{noauthor_rapid_2020, title = {Rapid {Evidence} {Review}: {Girls}' {Education} and {EdTech}}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/}, abstract = {Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]}, language = {en-GB}, urldate = {2020-07-30}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707796}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 2405685:WS22AEWL}, keywords = {\_EdTechHub\_Output, \_zenodoETH}, } @techreport{damani_rapid_2020, title = {Rapid {Evidence} {Review}: {Radio}}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/YMWE6FR6}, language = {en}, author = {Damani, Kalifa and Mitchell, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NB9LVZ8F}, } @techreport{brac_rapid_2020, title = {Rapid food and income security assessment {Round} 2: {How} are {BRAC} {International} volunteers and programme participants coping with {COVID}-19}, url = {https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf}, urldate = {2020-06-28}, author = {BRAC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DQK5I79P 2129771:KADSLLGS 2405685:BTZ6LULM}, keywords = {\_COVID-Continuity-Blogpost-01, \_COVID\_DEAA-List}, } @techreport{singh_rapid_2020, title = {Rapid {Review} of {Assistive} {Technologies} for {Persons} with {Disability} in {India}}, url = {https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india}, abstract = {The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response}, language = {en}, urldate = {2020-12-10}, institution = {Amaltas Consulting Private Ltd}, author = {Singh, Suneeta and Tomar, Manika and Mahendra, Vaishali S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UPCPXXY3 2339240:VYF37XAM 2405685:MZX67MYD}, } @misc{raspberry_pi_ltd_raspberry_nodate, title = {Raspberry {Pi} {Pico}}, url = {https://www.raspberrypi.com/products/raspberry-pi-pico/}, abstract = {The new, flexible \$4 microcontroller board from Raspberry Pi}, language = {en-GB}, urldate = {2022-06-01}, journal = {Raspberry Pi}, author = {{Raspberry Pi Ltd}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IAJ863SZ 4682641:5VNCBVKM}, } @misc{raspberry_pi_ltd_raspberry_nodate, title = {Raspberry {Pi} {Zero} 2 {W}}, url = {https://www.raspberrypi.com/products/raspberry-pi-zero-2-w/}, abstract = {Your tiny, tiny \$15 computer}, language = {en-GB}, urldate = {2022-06-01}, journal = {Raspberry Pi}, author = {{Raspberry Pi Ltd}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7FKCWPVW 4682641:Y4GNPCSL}, } @misc{noauthor_rayyan_2021, title = {Rayyan - {AI} {Powered} {Tool} for {Systematic} {Literature} {Reviews}}, url = {https://www.rayyan.ai/}, abstract = {Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.}, language = {en-US}, urldate = {2024-01-20}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:664NA7S6 2405685:DFTNNFWJ 2486141:3P8XGBYL}, keywords = {\_Added-ailr-2024}, } @article{cram_reconsidering_2020, title = {({Re})considering the {Concept} of {Literature} {Review} {Reproducibility}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss5/10}, doi = {10.17705/1jais.00630}, language = {en}, number = {5}, journal = {Journal of the Association for Information Systems}, author = {Cram, W. Alec and Templier, Mathieu and Pare, Guy}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00630 2129771:H97PGKAJ 2129771:NA9J8TGE 2405685:YPCXYU89 2486141:C5H84DGW 2486141:Q9XS5RFR}, pages = {1103--1114}, } @article{hadjistassou_redesigning_2021, title = {({Re}){Designing} {Augmented} {Reality} {Applications} to {Facilitate} {Intercultural} {Telecollaborations}}, volume = {8}, copyright = {Copyright (c) 2021 Stella Hadjistassou}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/413}, abstract = {This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students’ learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented inviting students to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student’s disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Hadjistassou, Stella and Avgousti, Maria-Iosifina and Louca, Petros}, month = mar, year = {2021}, note = {Number: 1}, keywords = {Augmented Reality (AR), Learning Management System (LMS), intercultural telecollaboration, language learning, ⛔ No DOI found}, pages = {58--73}, } @article{olukanni_re-integrating_2014, title = {Re-{Integrating} {Vocational} {Technical} {Skill} {Acquisition} into the {Educational} {Curriculum}: {Capacity} {Building} for {Future} {Professionals}}, abstract = {One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.}, language = {en}, journal = {ICERI 2014}, author = {Olukanni, David O. and Aderonmu, Peter A. and Ogbiye, Adebanji S. and Akinwumi, Isaac I. and Chova, LG and Martinez, AL and Torres, IC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KJHLPP9Q 2317526:GQUWIYUQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing nation, F:curriculum, F:pedagogy, P:architecture, P:construction, T:TVET, T:trainee, Z:Capacity Building, Z:Educational Curriculum, Z:Future Professionals, Z:Sustainability, Z:Vocational Technical Skill, publicImportV1, ⛔ No DOI found}, } @article{noauthor_re-positioning_2006, title = {Re-positioning {Agricultural} {Policies} in {Nigeria}}, volume = {7}, language = {en}, number = {2}, journal = {Multidisciplinary Journal of Research \& Development}, month = jul, year = {2006}, keywords = {⛔ No DOI found}, pages = {, 103 -- 108}, } @incollection{ogwo_re-visioning_2018, title = {Re-visioning {Technical} {Vocational} {Education} and {Training} ({TVET}) for the {Youth} in {Sub}-{Saharan} {Africa} ({SSA}) and the {Sustainable} {Development} {Goals} ({SDGs}): {Prospects} and {Promises} {Within} the {Framework} of the {Ubuntu} {Paradigm}}, isbn = {978-3-319-70043-4}, url = {https://doi.org/10.1007/978-3-319-70043-4_9}, abstract = {Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa.}, language = {en}, urldate = {2020-05-28}, booktitle = {Re-{Visioning} {Education} in {Africa}: {Ubuntu}-{Inspired} {Education} for {Humanity}}, author = {Ogwo, Benjamin A.}, editor = {Takyi-Amoako, Emefa J. and Assié-Lumumba, N'Dri Thérèse}, year = {2018}, doi = {10.1007/978-3-319-70043-4_9}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-70043-4\_9 2129771:DZ4H7WNQ 2317526:PHI3KQ5P}, pages = {155--173}, } @techreport{hasler_reaching_2022, title = {Reaching {SDG4} by 2030: {Characteristics} of {Interventions} {That} {Can} {Accelerate} {Progress} in the {Lowest}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/8RSB5NPN}, language = {en}, number = {Policy Note}, institution = {OpenDevEd}, author = {Haßler, Björn and {Open Development \& Education}}, month = may, year = {2022}, doi = {10.53832/opendeved.276}, note = {ZenodoArchiveID: 6543423 ZenodoArchiveConcept: 6543422 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.275 10.53832/opendeved.276 2129771:8RSB5NPN}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @article{hasler_reaching_2022, title = {Reaching {SDG4} by 2030: {Options} for {Interventions} {That} {Can} {Accelerate} {Progress} in the {Lowest}-{Income} {Countries}}, volume = {49}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/95JMZKRC}, doi = {10.1007/s40622-022-00321-0}, language = {en}, number = {2}, journal = {Decision}, author = {Haßler, Björn}, month = aug, year = {2022}, note = {ZenodoArchiveID: 6543430 ZenodoArchiveConcept: 6543429 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.277 2129771:95JMZKRC}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, pages = {189--194}, } @techreport{hasler_reaching_2022, title = {Reaching {SDG4} by 2030: {Options} for {Interventions} {That} {Can} {Accelerate} {Progress} in the {Lowest}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/2U7PR3EE}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn and {Open Development \& Education}}, month = aug, year = {2022}, doi = {10.53832/opendeved.277}, note = {ZenodoArchiveID: 6543430 ZenodoArchiveConcept: 6543429 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.277 2129771:2U7PR3EE}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @article{education_for_all_reaching_2010, title = {Reaching {The} {Marginalized}}, shorttitle = {Reaching {The} {Marginalized}}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/}, journal = {Global Monitoring Report}, author = {{Education For All}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YV3KBMQD 261495:X59S92MM}, } @book{unesco_reaching_2010, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Reaching the marginalized}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/}, urldate = {2014-04-30}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XDCIPDI9 261495:SD9E3I84}, } @misc{noauthor_read2kids_r4d-lr_nodate, title = {{READ2KIDS}\_R4D-lr (2).pdf}, } @techreport{higgins_reading_2014, address = {London}, type = {Interim {Evidence} {Brief}}, title = {Reading at the {Transition}}, url = {https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Interim_Evidence_Brief_ReadingAtTheTransition.pdf}, language = {English}, urldate = {2020-11-24}, institution = {Education Endowment Foundation}, author = {Higgins, Steve and Katsipataki, Maria and Coleman, Robbie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DPJT5K2B 2486141:UTPTZ58X}, keywords = {\_Added to LR, \_T:reviewed}, } @misc{sarwar_reading_2022, title = {Reading {Audrey} {Watters}: {A} reflection on personalised learning via education technology through a decolonial lens}, shorttitle = {Reading {Audrey} {Watters}}, url = {https://edtechhub.org/2022/04/21/personalised-learning/}, abstract = {At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.}, language = {en-US}, urldate = {2023-01-20}, journal = {EdTech Hub}, author = {Sarwar, Moizza Binat}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:UGSEC5JA 4804264:VE6S57Y9}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{warrington_reading_2014, title = {Reading for pleasure in paradise: paired reading in {Antigua} and {Barbuda}}, volume = {48}, doi = {10.1111/lit.12020}, abstract = {Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.}, number = {2}, urldate = {2020-11-17}, journal = {Literacy}, author = {Warrington, Molly J and George, Patricia}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12020 2129771:DITIZ22Y 2486141:L95CYS5W}, keywords = {\_Added to LR, \_T:reviewed}, pages = {66--71}, } @article{sheppard_reading_2011, title = {Reading with {iPads}–the difference makes a difference}, volume = {11}, number = {3}, journal = {Education Today}, author = {Sheppard, Dale}, year = {2011}, note = {00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 257089:9EUF64KP}, pages = {12--15}, } @techreport{noauthor_real-time_2014, title = {Real-{Time} {Evaluation} of {World} {Vision}'s {Response} to the {Syrian} {Crisis}}, url = {https://www.alnap.org/system/files/content/resource/files/main/rte-syria-crisis-final.pdf}, language = {en}, institution = {World Vision}, year = {2014}, note = {26 pages KerkoCite.ItemAlsoKnownAs: 2129771:HYEVC4FF 2486141:JSBLG73C}, keywords = {CitedIn:eCubed, eCubed}, } @book{secretariat_realising_2023, title = {Realising {Article} 24 of the {Convention} on the {Rights} of {Persons} with {Disabilities}: {Case} {Studies} in {Mainstreaming} and {Inclusive} {Education}}, shorttitle = {Realising {Article} 24 of the {Convention} on the {Rights} of {Persons} with {Disabilities}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1090}, abstract = {As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = jan, year = {2023}, doi = {10.14217/comsec.1090}, } @article{warwick_realising_2020, title = {Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms}, volume = {24}, doi = {10.1016/j.lcsi.2019.100376}, journal = {Learning, Culture and Social Interaction}, author = {Warwick, Paul and Cook, Victoria and Vrikki, Maria and Major, Louis and Rasmussen, Ingvill}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.lcsi.2019.100376 2129771:L5383BKB}, keywords = {\_\_C:filed:1}, pages = {100376}, } @article{pawson_realist_2005, title = {Realist review--a new method of systematic review designed for complex policy interventions}, volume = {10 Suppl 1}, issn = {1355-8196}, doi = {10.1258/1355819054308530}, abstract = {Evidence-based policy is a dominant theme in contemporary public services but the practical realities and challenges involved in using evidence in policy-making are formidable. Part of the problem is one of complexity. In health services and other public services, we are dealing with complex social interventions which act on complex social systems--things like league tables, performance measures, regulation and inspection, or funding reforms. These are not 'magic bullets' which will always hit their target, but programmes whose effects are crucially dependent on context and implementation. Traditional methods of review focus on measuring and reporting on programme effectiveness, often find that the evidence is mixed or conflicting, and provide little or no clue as to why the intervention worked or did not work when applied in different contexts or circumstances, deployed by different stakeholders, or used for different purposes. This paper offers a model of research synthesis which is designed to work with complex social interventions or programmes, and which is based on the emerging 'realist' approach to evaluation. It provides an explanatory analysis aimed at discerning what works for whom, in what circumstances, in what respects and how. The first step is to make explicit the programme theory (or theories)--the underlying assumptions about how an intervention is meant to work and what impacts it is expected to have. We then look for empirical evidence to populate this theoretical framework, supporting, contradicting or modifying the programme theories as it goes. The results of the review combine theoretical understanding and empirical evidence, and focus on explaining the relationship between the context in which the intervention is applied, the mechanisms by which it works and the outcomes which are produced. The aim is to enable decision-makers to reach a deeper understanding of the intervention and how it can be made to work most effectively. Realist review does not provide simple answers to complex questions. It will not tell policy-makers or managers whether something works or not, but will provide the policy and practice community with the kind of rich, detailed and highly practical understanding of complex social interventions which is likely to be of much more use to them when planning and implementing programmes at a national, regional or local level.}, language = {eng}, journal = {Journal of Health Services Research \& Policy}, author = {Pawson, Ray and Greenhalgh, Trisha and Harvey, Gill and Walshe, Kieran}, month = jul, year = {2005}, pmid = {16053581}, note = {KerkoCite.ItemAlsoKnownAs: 10.1258/1355819054308530 2129771:K6VMI5GW 2129771:Q9M649KY 2486141:UWRTNFSB}, keywords = {Evaluation Studies as Topic, Evidence-Based Medicine, Models, Theoretical, Policy Making, Practice Patterns, Physicians', State Medicine, United Kingdom}, pages = {21--34}, } @article{rycroft-malone_realist_2012, title = {Realist synthesis: illustrating the method for implementation research}, volume = {7}, issn = {1748-5908}, shorttitle = {Realist synthesis}, url = {https://doi.org/10.1186/1748-5908-7-33}, doi = {10.1186/1748-5908-7-33}, abstract = {Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.}, number = {1}, urldate = {2023-10-23}, journal = {Implementation Science}, author = {Rycroft-Malone, Jo and McCormack, Brendan and Hutchinson, Alison M. and DeCorby, Kara and Bucknall, Tracey K. and Kent, Bridie and Schultz, Alyce and Snelgrove-Clarke, Erna and Stetler, Cheryl B. and Titler, Marita and Wallin, Lars and Wilson, Val}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-7-33 2129771:Q5DRX86K}, keywords = {Change Agency, Data Extraction Form, Knowledge Translation, Knowledge Utilisation, Programme Theory}, pages = {33}, } @misc{noauthor_realities_2020, title = {Realities of {Remote} {Learning}: {Lessons} from {Initial} {Findings} of an 8,000-{Household} {Survey} in {Peru} {During} {COVID}-19}, shorttitle = {Realities of {Remote} {Learning}}, url = {https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19}, abstract = {Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.}, language = {en}, urldate = {2020-08-21}, journal = {Innovations for Poverty Action}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BL25JI56 2129771:XQFPGZA8}, } @misc{hernandez-agramonte_realities_2020, title = {Realities of {Remote} {Learning}: {Lessons} from {Initial} {Findings} of an 8,000-{Household} {Survey} in {Peru} {During} {COVID}-19}, shorttitle = {Realities of {Remote} {Learning}}, url = {https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19}, abstract = {Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.}, language = {en}, urldate = {2020-08-23}, journal = {Innovations for Poverty Action}, author = {Hernandez-Agramonte, Juan Manuel and Méndez, Carolina and Näslund-Hadley, Emma and Velarde, Luciana}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q77XQEGJ}, } @misc{noauthor_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2021-06-04}, journal = {Brookings}, month = sep, year = {2020}, } @misc{ganimian_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2022-12-24}, journal = {Brookings}, author = {Ganimian, Alejandro J. and Vegas, Emeliana and Hess, Frederick M}, month = sep, year = {2020}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:DJEDVHN9 4804264:RSFJTXEL}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @techreport{ganimian_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://docs.opendeved.net/lib/BJGB75GW}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2021-06-04}, author = {Ganimian, Alejandro J. and Vegas, Emiliana and Hess, Frederick M.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BJGB75GW}, } @article{acosta_recalibrating_nodate, title = {Recalibrating {Stance} of {Survival} for {Philippine} {Schools} {Overseas} ({PSOs}) {Amidst} {Covid}-19 {Pandemic} and {Beyond}}, author = {Acosta, Imee C. and Acosta, Alexander S.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NJ85ZRUL}, keywords = {⛔ No DOI found}, } @incollection{jiang_recent_2023, address = {Cham}, title = {Recent {Advances} in {Intelligent} {Textbooks} for {Better} {Learning}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_15}, abstract = {Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Jiang, Bo and Gu, Meijun and Du, Ying}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_15}, keywords = {Adaptive learning systems, Intelligent textbooks, Intelligent tutoring system}, pages = {247--261}, } @article{sinclair_recent_2016, title = {Recent research on geometry education: an {ICME}-13 survey team report}, volume = {48}, shorttitle = {Recent research on geometry education}, doi = {10.1007/s11858-016-0796-6}, number = {5}, journal = {ZDM}, author = {Sinclair, Nathalie and Bussi, Maria G. Bartolini and de Villiers, Michael and Jones, Keith and Kortenkamp, Ulrich and Leung, Allen and Owens, Kay}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-016-0796-6 10/gf49zc 2129771:KBL2L4KL 2129771:VUAH22CM}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {691--719}, } @article{hlongwane_recognition_2018, title = {Recognition of {Prior} {Learning} {Implementation} in {Library} and {Information} {Science} {Schools} in {South} {Africa}: {A} {Literature} {Review}}, url = {https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1353396?casa_token=mVqMsUJqt2YAAAAA:jSn5yM2sgdExKp_8cNVuEzuKlZFjAIbuAyhpV6np_bcff2UmjQ4m6qXW2VwJ9RwJOxIi7Zj3n3Cwbg}, doi = {10.1080/18146627.2017.1353396}, abstract = {This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.}, language = {en}, journal = {Africa Education Review}, author = {Hlongwane, I}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Mauritius, C:Namibia, C:Seychelles, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:Q, CT:R, CT:T, F:learning, Q:open learning, R:literature review, SpecialTopic:Library, T:TVET, publicImportV1}, } @misc{kenya_national_qualifications_authority_recognizing_nodate, title = {Recognizing {Prior} {Learning}}, url = {http://www.knqa.go.ke/recognizing-prior-learning/}, urldate = {2020-05-27}, author = {Kenya National Qualifications Authority}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUAEJ8YA 2317526:Q9BNWJGX}, } @article{mcdonnell_recognizing_2016, title = {Recognizing the {Political} in {Implementation} {Research}}, volume = {45}, issn = {0013-189X, 1935-102X}, url = {http://journals.sagepub.com/doi/10.3102/0013189X16649945}, doi = {10.3102/0013189X16649945}, abstract = {The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy’s political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS.}, language = {en}, number = {4}, urldate = {2022-12-29}, journal = {Educational Researcher}, author = {McDonnell, Lorraine M. and Weatherford, M. Stephen}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X16649945 2129771:TSUTYLBJ}, pages = {233--242}, } @incollection{lawrie_recommendation_2015, address = {New York, NY}, title = {Recommendation 7: {Use} {ICT} to provide access to content, professional development and professional learning communities}, booktitle = {Where it's needed most: {Quality} professional development for all teachers}, publisher = {Inter-agency network for education in emergencies}, author = {Lawrie, J. and Hennessy, Sara and Haßler, Björn and Bhandigadi, Phalachandra}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:7UWJBHLT 2129771:KQGAREE9 2129771:WG9RE5NP 2405685:PKLI25VA}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, docs.opendeved.net, ⛔ No DOI found}, pages = {131--143}, } @misc{nemo_recommendations_2020, title = {Recommendations for the safe opening of schools for the 2020-2021 school year - {COVID}-19 {SMART}}, url = {http://education.gov.vc/education/images/Stories/pdf/Recommendations_for_the_Opening_of_Schools_2020-2021.pdf}, urldate = {2020-12-08}, publisher = {Ministry of National Security}, author = {{NEMO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LFMAEMQB 2486141:HCAHLGIU}, } @techreport{noauthor_recommendations---global-education-evidence-advisory-panelpdf_nodate, title = {Recommendations-of-the-{Global}-{Education}-{Evidence}-{Advisory}-{Panel}.pdf}, url = {https://documents1.worldbank.org/curated/en/114361643124941686/pdf/Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf}, urldate = {2022-11-24}, } @techreport{lurvink_recommendations_2023, title = {Recommendations {Report} for {Technology} and {CPD} for {Secondary} {School} {Leaders} and {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/IMCM84F3}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Lurvink, Anne-Fleur}, month = dec, year = {2023}, doi = {10.53832/opendeved.1067}, note = {ZenodoArchiveID: 10458698 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1067 ZenodoArchiveConcept: 10458697}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{bilo_reconhecimento_2017, title = {Reconhecimento do trabalho de cuidado: o caso do {Programa} {Expandido} de {Trabalhos} {Públicos} na África do {Sul}}, url = {http://www.ipc-undp.org/pub/port/OP365PT_Reconhecimento_do_trabalho_de_cuidado.pdf}, language = {Portuguese}, institution = {International Policy Centre for Inclusive Growth}, author = {Bilo, Charlotte and {others}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:South Africa, CLL:pt, publicImportV1}, } @article{kassim_reconsidering_2022, title = {Reconsidering {Access}: {Using} {Specific} {Impact} {Ranking} {Metrics} to {Manage} {Access} in {Conventional} and {Open} {Higher} {Education}}, volume = {9}, copyright = {Copyright (c) 2022 Halima-Sa'adia Kassim, David Rampersad}, issn = {2311-1550}, shorttitle = {Reconsidering {Access}}, url = {https://jl4d.org/index.php/ejl4d/article/view/542}, abstract = {This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring.  Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kassim, Halima-Sa'adia and Rampersad, David}, month = mar, year = {2022}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ZVMJ4ZA4}, keywords = {Access and participation, Caribbean, Equity, Measurement and monitoring, The University of the West Indies, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {17--36}, } @incollection{pai_reconstructing_2016, address = {City University of New York (CUNY)}, title = {Reconstructing education in post-conflict {Sierra} {Leone}}, url = {https://academicworks.cuny.edu/nc_pubs/87}, booktitle = {Security, {Education} and {Development} in {Contemporary} {Africa}}, publisher = {Guttman Community College}, author = {Pai, Grace}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WJPJDQJK 2405685:83TRVQZR}, keywords = {\_C:Sierra Leone SLE}, } @techreport{leh_wi_lan_recovering_2021, title = {Recovering from school closures in {Sierra} {Leone}: {Status} of pupil learning outcomes in junior and senior secondary schools}, author = {Leh Wi Lan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JJCI62EG 2339240:TVYLJS4I 2405685:IUJU327A}, keywords = {\_C:Sierra Leone SLE}, } @misc{world_bank_recovering_nodate, title = {Recovering learning: from emergency response to rebuilding back better education for the future}, shorttitle = {Recovering learning}, url = {https://blogs.worldbank.org/education/recovering-learning-emergency-response-rebuilding-back-better-education-future}, abstract = {This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far.}, language = {en}, urldate = {2022-01-18}, author = {{World Bank}}, } @techreport{unesco_recovering_nodate, title = {Recovering lost learning: what can be done quickly and at scale? - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000377841?posInSet=1&queryId=6db53556-6918-4e37-b673-aac484773961}, urldate = {2022-01-18}, author = {{UNESCO}}, } @techreport{warren_recovr_2020, title = {{RECOVR} {Sierra} {Leone}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}}, url = {https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic}, urldate = {2020-12-16}, institution = {Innovations for Poverty Action}, author = {Warren, Shana and Parkerson, Doug and Collins, Elliott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AICBGTTB 2405685:BU58QF73}, keywords = {\_C:Sierra Leone SLE}, } @book{mulkeen_recruiting_2007, series = {World {Bank} {Working} {Papers}}, title = {Recruiting, {Retaining}, and {Retraining} {Secondary} {School} {Teachers} and {Principals} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7066-7}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7}, urldate = {2021-03-07}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Chapman, David and DeJaeghere, Joan and Leu, Elizabeth}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7066-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN}, keywords = {\_C:Angola AGO, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:China CHN, \_C:Comoros COM, \_C:Congo XCO, \_C:Djibouti DJI, \_C:Dominican Republic DOM, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{leaver_recruitment_2020, title = {Recruitment, {Effort}, and {Retention} {Effects} of {Performance} {Contracts} for {Civil} {Servants}}, author = {Leaver, Clare and Ozier, Owen and Serneels, Pieter and Zeitlin, Andrew}, year = {2020}, note = {Publisher: World Bank, Washington, DC}, keywords = {⛔ No DOI found}, } @article{leaver_recruitment_2021, title = {Recruitment, effort, and retention effects of performance contracts for civil servants: {Experimental} evidence from {Rwandan} primary schools}, volume = {111}, shorttitle = {Recruitment, effort, and retention effects of performance contracts for civil servants}, doi = {10.1257/aer.20191972}, number = {7}, journal = {American economic review}, author = {Leaver, Clare and Ozier, Owen and Serneels, Pieter and Zeitlin, Andrew}, year = {2021}, pages = {2213--46}, } @article{nincehelser_recursos_2018, title = {Recursos educativos abiertos: oportunidades y barreras}, shorttitle = {Recursos educativos abiertos}, author = {Nincehelser, García and Elena, María}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7I3XMYUT}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{barnett_redesigning_2018, title = {Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in {Sierra} {Leone}}, volume = {363}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an Open Access article distributed under the terms of the Creative Commons Attribution IGO License (https://creativecommons.org/licenses/by-nc/3.0/igo/), which permits use, distribution, and reproduction for non-commercial purposes in any medium, provided the original work is properly cited.}, issn = {0959-8138, 1756-1833}, shorttitle = {Redesigning an education project for child friendly radio}, url = {http://www.bmj.com/lookup/doi/10.1136/bmj.k4667}, doi = {10.1136/bmj.k4667}, abstract = {{\textless}p{\textgreater}\textbf{Sarah Barnett and colleagues} describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone{\textless}/p{\textgreater}}, language = {en}, journal = {BMJ}, author = {Barnett, Sarah and van Dijk, Jetske and Swaray, Abdulai and Amara, Tamba and Young, Patricia}, year = {2018}, note = {shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2129771:NVZ6YY8M 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9}, keywords = {\_C:Sierra Leone SLE}, pages = {k4667}, } @article{barnett_redesigning_2018, title = {Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in {Sierra} {Leone}}, issn = {0959-8138, 1756-1833}, shorttitle = {Redesigning an education project for child friendly radio}, url = {https://www.bmj.com/lookup/doi/10.1136/bmj.k4667}, doi = {10.1136/bmj.k4667}, language = {en}, urldate = {2022-12-25}, journal = {BMJ}, author = {Barnett, Sarah and van Dijk, Jetske and Swaray, Abdulai and Amara, Tamba and Young, Patricia}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 2129771:TJLHF968}, keywords = {\_C:Sierra Leone SLE}, pages = {k4667}, } @techreport{mlambo_redesigning_2020, address = {New York}, type = {Other}, title = {Redesigning the {Education} {Workforce}: {A} {Design} {Thinking} {Approach} {Background} {Paper}: {Transforming} the {Education} {Workforce}}, shorttitle = {Redesigning the {Education} {Workforce}}, url = {https://educationcommission.org/wp-content/uploads/2020/05/redesigning-the-education-workforce-design-thinking.pdf}, abstract = {The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future.}, language = {en}, urldate = {2022-04-18}, author = {Mlambo, Yeukai and Neilsen, Ann and Silova, Iveta and Wolfenden, Freda and Rafaeli, Tal and Jones, Charlotte}, month = may, year = {2020}, note = {Publisher: The Education Commission KerkoCite.ItemAlsoKnownAs: 2129771:3SFIBTD4}, } @article{perez_rediscovering_2020, title = {Rediscovering the use of chatbots in education: {A} systematic literature review}, volume = {28}, shorttitle = {Rediscovering the use of chatbots in education}, doi = {10.1002/cae.22326}, number = {6}, journal = {Computer Applications in Engineering Education}, author = {Pérez, José Quiroga and Daradoumis, Thanasis and Puig, Joan Manuel Marquès}, year = {2020}, note = {Publisher: Wiley Online Library}, pages = {1549--1565}, } @misc{education_endowment_foundation_reducing_2018, title = {Reducing class size}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=144&t=Teaching%20and%20Learning%20Toolkit&e=144&s=}, urldate = {2020-12-10}, journal = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WI7KETCX 2486141:3QD3MREA}, } @article{porras-salazar_reducing_2018, title = {Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils}, volume = {28}, issn = {09056947}, url = {https://onlinelibrary.wiley.com/doi/10.1111/ina.12501}, doi = {10.1111/ina.12501}, abstract = {A two-­week-l­ong intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-­cooling air-­conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-­year-­old children performed the language and logical-­ thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.}, language = {en}, number = {6}, urldate = {2022-06-01}, journal = {Indoor Air}, author = {Porras-Salazar, Jose Ali and Wyon, David P. and Piderit-Moreno, Beatriz and Contreras-Espinoza, Sergio and Wargocki, Pawel}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12501 2129771:2FS7YKL3 2129771:UY4KFIXW 4682641:3AEWSF3E 4682641:DY8CK6ZA 4682641:RA8LAQ94}, keywords = {BE:RELEVANT, children, performance, school, thermal environment, tropical climates}, pages = {892--904}, } @article{johnson_reducing_2019, title = {Reducing {Inequality} {Through} {Dynamic} {Complementarity}: {Evidence} from {Head} {Start} and {Public} {School} {Spending}.}, url = {https://www.aeaweb.org/articles}, doi = {10.1257/pol.20180510}, journal = {American Economic Journal: Economic Policy}, author = {Johnson, R.C. and Jackson, C.K.}, year = {2019}, pages = {310--49}, } @book{berlinski_reducing_2016, title = {Reducing parent‐school information gaps and improving education outcomes: {Evidence} from high frequency text messaging in {Chile}}, publisher = {Unpublished Manuscript}, author = {Berlinski, Samuel and Busso, Matias and Dinkelman, Taryn and Martinez, Claudia}, year = {2016}, } @article{devries_reducing_2018, title = {Reducing {Physical} {Violence} {Toward} {Primary} {School} {Students} {With} {Disabilities}}, volume = {62}, issn = {1054-139X}, url = {https://www.sciencedirect.com/science/article/pii/S1054139X17304688}, doi = {10.1016/j.jadohealth.2017.09.004}, abstract = {Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53\% of control group students with no functional difficulties reported violence from peers or school staff, versus 84\% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95\% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95\% CI .21–.63), and students with disabilities (aOR = .29, 95\% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.}, language = {en}, number = {3}, urldate = {2022-04-01}, journal = {Journal of Adolescent Health}, author = {Devries, Karen and Kuper, Hannah and Knight, Louise and Allen, Elizabeth and Kyegombe, Nambusi and Banks, Lena Morgon and Kelly, Susan and Naker, Dipak}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jadohealth.2017.09.004 2129771:83SEUMTZ 2486141:EDDLM99R}, keywords = {Adolescents, Children, Disabilities, Physical abuse, School-based interventions, Uganda, Violence}, pages = {303--310}, } @article{macharia_reengineering_2019, series = {Feature}, title = {Reengineering mass career acquisition through technical vocational education training counseling in {Kenya}}, doi = {10.20525/ijrbs.v8i6.533}, abstract = {Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92\%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.}, journal = {International Journal of Research In Business and Social Science}, author = {Macharia, Muriu Stephen and Department of Human Resource Development. School of Business, Kenya, Karatina University}, editor = {Macharia, Karatina University, Kenya, Muriu Stephen; Department of Human Resource Development. School of Business}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.20525/ijrbs.v8i6.533 2129771:HGVKE5LT 2129771:NQWBZS82}, } @misc{culbert_reference_2024, title = {Reference {Coverage} {Analysis} of {OpenAlex} compared to {Web} of {Science} and {Scopus}}, url = {http://arxiv.org/abs/2401.16359}, abstract = {OpenAlex is a promising open source of scholarly metadata, and competitor to the established proprietary sources, the Web of Science and Scopus. As OpenAlex provides its data freely and openly, it permits researchers to perform bibliometric studies that can be reproduced in the community without licensing barriers. However, as OpenAlex is a rapidly evolving source and the data contained within is expanding and also quickly changing, the question naturally arises as to the trustworthiness of its data. In this empirical paper, we will study the reference and metadata coverage within each database and compare them with each other to help address this open question in bibliometrics. In our large-scale study, we demonstrate that, when restricted to a cleaned dataset of 16,788,282 recent publications shared by all three databases, OpenAlex has average reference numbers comparable to both Web of Science and Scopus. We also demonstrate that the comparison of other core metadata covered by OpenAlex shows mixed results, with OpenAlex capturing more ORCID identifiers, fewer abstracts and a similar number of Open Access information per article when compared to both Web of Science and Scopus.}, urldate = {2024-02-01}, publisher = {arXiv}, author = {Culbert, Jack and Hobert, Anne and Jahn, Najko and Haupka, Nick and Schmidt, Marion and Donner, Paul and Mayr, Philipp}, month = jan, year = {2024}, note = {arXiv:2401.16359 [cs] KerkoCite.ItemAlsoKnownAs: 2129771:U2ZHM2CM 2486141:FRXMDFNH}, keywords = {Computer Science - Digital Libraries}, } @article{noauthor_references_2020, title = {References from: {Cobb}, {C}. {D}. (2020).}, language = {en}, year = {2020}, pages = {8}, } @misc{adam_reflecting_2020, title = {Reflecting on epistemic injustices in open and online education}, url = {https://opendeved.net/2020/06/16/reflecting-on-epistemic-injustices-in-open-and-online-education/}, abstract = {In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]}, language = {en-GB}, urldate = {2020-06-23}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = jun, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:E4ZPDX8Z}, keywords = {Author:OpenDevEd}, } @article{dachi_reflecting_2016, title = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}: {The} {Missing} {Dimensions}}, volume = {36}, copyright = {Copyright (c) 2016 Papers in Education and Development}, issn = {0856-4027}, shorttitle = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}}, url = {http://journals.udsm.ac.tz/index.php/ped/article/view/2528}, abstract = {The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations}, language = {en}, number = {0}, urldate = {2019-06-01}, journal = {Papers in Education and Development}, author = {Dachi, Hillary}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{krapels_reflections_nodate, title = {Reflections on building a learning culture in nonprofits and funders}, url = {https://www.alliancemagazine.org/analysis/reflections-on-building-a-learning-culture-in-nonprofits-and-funders/}, language = {en}, author = {Krapels, Joachim and Bélanger, Julie and Watine, Loïc}, keywords = {General, ⛔ No DOI found}, pages = {9}, } @inproceedings{hasler_reflections_2020, title = {Reflections on 'open' for the {CGE} {Cultivator} meeting}, doi = {10.5281/zenodo.3997374}, author = {Haßler, Björn and Adam, Taskeen}, month = aug, year = {2020}, doi = {10.5281/zenodo.3997374}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3997374 2129771:QTUFMF7I}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:r, ⚠️ Invalid DOI}, } @article{koomar_reflections_2022, title = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}: {Findings} from a {Teacher} {Survey} in {Tanzania}.}, volume = {10}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, number = {4}, urldate = {2023-11-08}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: ERIC}, pages = {342--368}, } @incollection{pea_reflections_2023, address = {Cham}, title = {Reflections on the {Contributions} and {Future} {Scenarios} in {AI}-{Based} {Learning}}, isbn = {978-3-031-09687-7}, url = {https://doi.org/10.1007/978-3-031-09687-7_20}, abstract = {This chapter reflects on the contributions of different articles of the book from various perspectives. Seven categories provide perspectives to reflections. Four of them are connected to different levels of the educational system, others opening scenarios to research on education and learning with AI, and finally the last category is devoted to ethical challenges of AI in education and learning.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Pea, Roy D. and Lu, Yu and Niemi, Hannele}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_20}, keywords = {AI ethical issues, Artificial intelligence, Human learning, Lifelong learning, Machine learning}, pages = {331--342}, } @incollection{hammersley_reflections_2020, address = {Wiesbaden}, title = {Reflections on the {Methodological} {Approach} of {Systematic} {Reviews}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {https://doi.org/10.1007/978-3-658-27602-7_2}, abstract = {The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Hammersley, Martyn}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_2}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_2 2129771:TV5YJ6CE}, pages = {23--39}, } @article{heyward_reforming_2017, title = {Reforming teacher deployment in {Indonesia}}, volume = {9}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2017.1301978}, doi = {10.1080/19439342.2017.1301978}, abstract = {This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.}, number = {2}, urldate = {2021-03-07}, journal = {Journal of Development Effectiveness}, author = {Heyward, Mark and Hadiwijaya, Aos Santosa and {Mahargianto} and Priyono, Edy}, month = apr, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2017.1301978}, keywords = {Comparative education, \_C:Australia AUS, \_C:India IND, \_C:Indonesia IDN, \_C:Pakistan PAK, \_C:Republic of Moldova MDA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, decentralization, educational administration, educational policy, teacher management}, pages = {245--262}, } @article{sharma_reforming_nodate, title = {Reforming {Teacher} {Education} for {Inclusion} in {Developing} {Countries} in the {Asia}-{Pacific} {Region}}, abstract = {A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.}, language = {en}, author = {Sharma, Umesh and Forlin, Chris and Deppeler, Joanne and Guang-xue, Yang}, keywords = {⛔ No DOI found}, pages = {15}, } @article{sharma_reforming_2013, title = {Reforming {Teacher} {Education} for {Inclusion} in {Developing} {Countries} in the {Asia}-{Pacific} {Region}}, volume = {1}, abstract = {A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.}, journal = {International Journal of Inclusive Education}, author = {Sharma, Umesh and Forlin, Chris and Deppeler, Joanne and Guang-Xue, Yang}, month = jan, year = {2013}, keywords = {⛔ No DOI found}, pages = {3--16}, } @article{hardman_reforming_2012, title = {Reforming teacher education in {Tanzania}}, url = {http://www.sciencedirect.com/science/article/pii/S073805931200003X}, doi = {10.1016/j.ijedudev.2012.01.002}, abstract = {It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.}, language = {en}, journal = {International Journal of Educational Development}, author = {Hardman, F and Abd-Kadir, J and Tibuhinda, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, F:pedagogy, F:teaching method, P:services, P:teacher education, P:teacher training, P:teachers, Q:college education, Q:primary education, T:Training, T:training needs, Z:African languages, Z:College education, Z:English language, Z:Mathematics education, Z:Primary education, Z:Teacher education, Z:Teaching methods, publicImportV1}, } @techreport{ashlee_refugee_2020, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Refugee {Education}}, language = {en}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZV8ZMLUC}, keywords = {Final\_citation, cited, existing}, } @techreport{ashlee_refugee_2020, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, shorttitle = {Refugee {Education}}, language = {en}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NPUR835S}, } @techreport{ashlee_refugee_2020, type = {Rapid {Evidence} {Review}}, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/UUNEJ7FS}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4557019}, note = {ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2129771:TZMJAIPU 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV}, keywords = {L:Refugees and migrants, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{wagner_refugee_2017, title = {Refugee {Education}: is technology the solution?}, publisher = {Save the  Children}, author = {Wagner, E.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ISIM3VQH}, keywords = {⛔ No DOI found}, } @incollection{mantelero_regulating_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {Regulating {AI}}, isbn = {978-94-6265-531-7}, url = {https://doi.org/10.1007/978-94-6265-531-7_4}, abstract = {Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.}, language = {en}, urldate = {2024-02-23}, booktitle = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, editor = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7_4}, keywords = {AI regulation, Ad hoc Committee on Artificial Intelligence (CAHAI), Artificial Intelligence Act, Co-regulation, Conformity assessment, Democracy, Technology assessment}, pages = {139--183}, } @misc{government_of_south_africa_regulation_2013, title = {Regulation on the {Assessment} {Process} and {Procedures} for {Adult} {Education} and {Training} ({AET}) - {NQF} {Level} 1}, language = {English}, author = {{Government of South Africa}}, year = {2013}, note = {UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Qualification Framework, publicImportV1}, } @article{mpofu_rehabilitation_2007, title = {Rehabilitation in {Seven} {Sub}-{Saharan} {African} {Countries}: {Personnel} {Education} and {Training}}, doi = {10.1891/088970107805059562}, language = {en}, journal = {Rehabilitation Education}, author = {Mpofu, Elias and Jelsma, Jennifer and Maart, Soraya and Levers, Lisa Lopez and Montsi, Mercy M R and Tlabiwe, Pinkie and Mupawose, Anniah and Mwamwenda, Tuntufye and Ngoma, Mary Shilalukey and Tchombe, Therese Mungah S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Cameroon, C:Rwanda, C:South Africa, C:Tanzania, C:Zambia, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:disability, P:culture, P:health, P:services, P:technician, T:TVET, T:Training, publicImportV1}, } @techreport{unicef_kosovo_office_reimagine_2021, title = {Reimagine {Education} with the {Learning} {Passport}: {The} case of {Kosovo}}, url = {https://www.unicef.org/kosovoprogramme/media/2511/file/Case%20Study%20Learning%20Passport.pdf}, urldate = {2022-12-26}, institution = {UNICEF}, author = {UNICEF Kosovo Office}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9LJEV6UF}, keywords = {Final\_citation, cited, existing}, } @techreport{asian_development_bank_reimagine_2023, address = {Manila, Philippines}, title = {Reimagine {Tech}-{Inclusive} {Education}: {Evidence}, {Practices}, and {Road} {Map}}, shorttitle = {Reimagine {Tech}-{Inclusive} {Education}}, url = {https://www.adb.org/publications/tech-inclusive-education-evidence-practices-road-map}, language = {en}, urldate = {2024-03-04}, institution = {Asian Development Bank}, author = {{Asian Development Bank}}, month = jul, year = {2023}, doi = {10.22617/TCS230233}, note = {Edition: 0 ISBN: 9789292701864 9789292701857 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS230233 4804264:4IZE3MIX}, keywords = {Final\_citation}, } @article{passos_reimagining_2021, title = {Reimagining {Digital} {Learning} for {Sustainable} {Development}:}, volume = {8}, copyright = {Copyright (c) 2021 Rosario Passos}, issn = {2311-1550}, shorttitle = {Reimagining {Digital} {Learning} for {Sustainable} {Development}}, url = {https://jl4d.org/index.php/ejl4d/article/view/592}, abstract = {Book review}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Passos, Rosario}, month = nov, year = {2021}, note = {Number: 3}, keywords = {Educational Technology Digital Learning, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {621--624}, } @article{bali_reimagining_2019, title = {Reimagining digital literacies from a feminist perspective in a postcolonial context}, volume = {7}, doi = {10.17645/mac.v7i2.1935}, number = {2}, journal = {Media and Communication}, author = {Bali, Maha}, year = {2019}, note = {Publisher: PRT KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 2129771:YNKMTYRY 2486141:KHXAW3EG}, pages = {69--81}, } @misc{sengeh_reimagining_2021, title = {Reimagining {Education} for {Continuous} {Learning} and {Teaching}}, url = {https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/}, author = {Sengeh, David Moinina and McBurnie, Chris and Beoku-Betts, Iman and Kargobai, Grace and Sebold, Juliet}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FGAHRJKD}, } @book{international_commission_on_the_futures_of_education_reimagining_2021, title = {Reimagining our futures together: a new social contract for education}, isbn = {978-92-3-100478-0}, shorttitle = {Reimagining our futures together}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000379707?posInSet=17&queryId=623476e6-314c-4b6b-8c16-afe6ca95a8fe}, urldate = {2024-03-19}, publisher = {UNESCO}, author = {{International Commission on the Futures of Education}}, month = jan, year = {2021}, doi = {10.54675/ASRB4722}, note = {KerkoCite.ItemAlsoKnownAs: 10.54675/ASRB4722 4804264:8TJT58D9}, keywords = {Final\_citation}, } @article{zaman_relationship_2020, title = {Relationship {Between} {Classroom} {Physical} {Environment} and {Students}’ {Academic} {Achievement} at {Secondary} {Level}}, volume = {1}, abstract = {For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher.}, language = {en}, number = {1}, author = {Zaman, Fakhar and Begum, Shabnam and Ullah, Mati}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3KWJTKI 4682641:JWD5G4D2}, keywords = {BE:LMIC, BE:RELEVANT}, pages = {6}, } @article{shah_relationship_2015, title = {Relationship of {Job} {Satisfaction} and {Turnover} {Intention} of {Private} {Secondary} {School} {Teachers}}, issn = {20399340, 20392117}, url = {https://www.richtmann.org/journal/index.php/mjss/article/view/7082}, doi = {10.5901/mjss.2015.v6n4s2p313}, urldate = {2021-03-07}, journal = {Mediterranean Journal of Social Sciences}, author = {Shah, Nazir Haider and Jumani, Nabi Bux}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2IQWSF4E 2129771:XV4URHIR}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:Cameroon CMR, \_C:Canada CAN, \_C:China CHN, \_C:Cyprus CYP, \_C:Greece GRC, \_C:India IND, \_C:Italy ITA, \_C:Korea XKOR, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{noauthor_relationship_nodate, title = {Relationship of {Job} {Satisfaction} and {Turnover} {Intention} of {Private} {Secondary} {School} {Teachers} {\textbar} {Mediterranean} {Journal} of {Social} {Sciences}}, url = {http://www.richtmann.org/journal/index.php/mjss/article/view/7082}, language = {en-US}, urldate = {2021-03-07}, keywords = {Lebanon\_event\_2021}, } @article{cochran-smith_relationships_1999, title = {Relationships of knowledge and practice: {Teacher} learning in communities}, volume = {24}, issn = {0091-732X}, shorttitle = {Relationships of knowledge and practice: {Teacher} learning in communities}, url = {http://www.jstor.org/stable/1167272 .}, doi = {10.2307/1167272}, journal = {Review of Research in Education}, author = {Cochran-Smith, M. and Lytle, S.L.}, editor = {Iran-Nejar, A. and Pearson, P.D.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9FCKMGVZ 2129771:A8E5A5EC 261495:EQJPK252}, pages = {249--305}, } @article{mielke_relevant_2021, title = {Relevant {Journals} for {Identifying} {Implementation} {Science} {Articles}: {Results} of an {International} {Implementation} {Science} {Expert} {Survey}}, volume = {9}, issn = {2296-2565}, shorttitle = {Relevant {Journals} for {Identifying} {Implementation} {Science} {Articles}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8119993/}, doi = {10.3389/fpubh.2021.639192}, abstract = {In implementation science (IS), conducting well-targeted and reproducible literature searches is challenging due to non-specific and varying terminology that is fragmented over multiple disciplines. A list of journals that publish IS-relevant content for use in search strings can support this process. We conducted a cross-sectional online survey of 56 Australian, European, and North American IS experts to identify and prioritize relevant journals that publish IS articles. Journals' relevance was assessed by providing each with a list of 12 journals, to which they were encouraged to add additional journal names and comments as free text. We also assessed which journals had published special IS-focused issues—identified via PubMed and Google searches—over the last 20 years. Data were analyzed descriptively. Between February 28 and March 15, 2020, a purposive sample of 34/56 experts participated in the survey (response rate: 60.7\%). Implementation Science and BMC Health Services Research were perceived as relevant by 97.1\% of participants; other journals' relevance varied internationally. Experts proposed 50 additional journals from various clinical fields and health science disciplines. We identified 12 calls and 53 special issues on IS published within various journals and research fields. Experts' comments confirmed the described challenges in identifying IS literature. This report presents experts' ratings of IS journals, which can be included in strategies supporting searches of IS evidence. However, challenges in identifying IS evidence remain geographically and interdisciplinary. Further investment is needed to develop reproducible search strings to capture IS evidence as an important step in improving IS research quality.}, urldate = {2022-11-29}, journal = {Frontiers in Public Health}, author = {Mielke, Juliane and Brunkert, Thekla and Zullig, Leah L. and Bosworth, Hayden B. and Deschodt, Mieke and Simon, Michael and De Geest, Sabina}, month = apr, year = {2021}, pmid = {33996719}, pmcid = {PMC8119993}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.639192 2129771:GVP2NX6N 4869029:9WRKHXVH}, pages = {639192}, } @article{noauthor_religion_2014, title = {Religion and {Politics}: {The} {Debate} with {Reference} to {Nigeria}}, volume = {3}, language = {en}, number = {1}, journal = {International Journal of Islamic Thought}, year = {2014}, keywords = {⛔ No DOI found}, pages = {79 -- 96}, } @article{lefstein_relocating_2020, title = {Relocating research on teacher learning: {Toward} pedagogically productive talk}, volume = {49}, shorttitle = {Relocating research on teacher learning}, doi = {10.3102/0013189X20922998}, number = {5}, journal = {Educational researcher}, author = {Lefstein, Adam and Vedder-Weiss, Dana and Segal, Aliza}, year = {2020}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:2EI4QSHP 2129771:PBFVP5SK}, pages = {360--368}, } @techreport{schwartz_remedial_2012, title = {Remedial {Education} {Programs} to {Accelerate} {Learning} for {All}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/26824}, language = {en}, urldate = {2020-07-27}, institution = {Global Partnership for Education}, author = {Schwartz, Analice C.}, year = {2012}, doi = {10.1596/26824}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2129771:2CKZCAYQ 2129771:983N42DL 2486141:V7LZJQVL}, } @article{banerjee_remedying_2007, title = {Remedying {Education}: {Evidence} from {Two} {Randomized} {Experiments} in {India}.}, volume = {122}, issn = {0033-5533, 1531-4650}, shorttitle = {Remedying {Education}}, url = {https://www.nber.org/papers/w11904}, doi = {10.1162/qjec.122.3.1235}, number = {3}, journal = {The Quarterly Journal of Economics}, author = {Banerjee, Abhijit and Cole, Shawn and Duflo, Esther and Linden, Leigh}, month = aug, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 2129771:EMKE5K2C 2129771:INQZFAX8 2129771:X93EMKCL}, pages = {1235--64}, } @techreport{banerjee_remedying_2005, address = {Cambridge, MA}, type = {Working {Paper}}, title = {Remedying education: {Evidence} from {Two} randomized experiments in {India}}, url = {https://www.nber.org/system/files/working_papers/w11904/w11904.pdf}, abstract = {Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate waysto improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes.}, number = {11904}, urldate = {2020-07-27}, institution = {NBER}, author = {Banerjee, Abhijit and Cole, Shawn and Duflo, Esther and Linden, Leigh L}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7J3S969H 2129771:L7H79GX3 2486141:RTWEV4UY}, keywords = {\_Added to LR, \_T:reviewed}, } @techreport{govuk_remote_nodate, title = {Remote education research}, copyright = {Open Government Licence v3.0}, url = {https://www.gov.uk/government/publications/remote-education-research/remote-education-research}, language = {en}, urldate = {2021-02-26}, author = {{gov.uk}}, doi = {10.5281/zenodo.4567335}, keywords = {\_zenodoETH}, } @misc{world_bank_remote_nodate, type = {Text/{HTML}}, title = {Remote {Formative} {Assessment} {Solutions}}, url = {https://www.worldbank.org/en/topic/education/brief/remote-formative-assessment-solutions}, abstract = {Remote Formative Assessment Solutions}, language = {en}, urldate = {2022-01-18}, journal = {World Bank}, author = {{World Bank}}, } @book{world_bank_remote_2020, title = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}}, url = {http://hdl.handle.net/10986/33499}, language = {en}, urldate = {2021-06-24}, publisher = {World Bank, Washington, DC}, author = {{World Bank}}, month = mar, year = {2020}, doi = {10.1596/33499}, } @misc{noauthor_remote_nodate, type = {Text/{HTML}}, title = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic} : {A} {Resource} {List} by the {World} {Bank}'s {Edtech} {Team}}, shorttitle = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/964121585254860581/Remote-Learning-Distance-Education-and-Online-Learning-During-the-COVID19-Pandemic-A-Resource-List-by-the-World-Banks-Edtech-Team}, abstract = {Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic : A Resource List by the World Bank's Edtech Team (English)}, language = {en}, urldate = {2021-06-24}, journal = {World Bank}, } @article{reich_remote_2020, title = {Remote learning guidance from state education agencies during the {COVID}-19 pandemic: {A} first look}, shorttitle = {Remote learning guidance from state education agencies during the {COVID}-19 pandemic}, url = {https://edarxiv.org/437e2/?utm_medium=email&utm_source=other&utm_campaign=opencourse.GdeNrll1EeSROyIACtiVvg.announcements~opencourse.GdeNrll1EeSROyIACtiVvg.AHpedUxETU63JlTk4fDolw}, doi = {10.35542/osf.io/437e2}, urldate = {2024-02-29}, author = {Reich, Justin and Buttimer, Christopher J. and Fang, Alison and Hillaire, Garron and Hirsch, Kelley and Larke, Laura R. and Littenberg-Tobias, Joshua and Moussapour, Roya Madoff and Napier, Alyssa and Thompson, Meredith}, year = {2020}, note = {Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 10.35542/osf.io/437e2 4804264:IMAKAF2A}, keywords = {Final\_citation}, } @techreport{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Students} during the {COVID}-19 {Quarantine}}, url = {http://documents1.worldbank.org/curated/en/328261589899308503/pdf/Remote-learning-Time-Use-and-Mental-Health-of-Ecuadorian-High-School-Studentsduring-the-COVID-19-Quarantine.pdf}, language = {en}, institution = {World Bank}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2129771:YWX557QC 2405685:CDEGBD9S}, keywords = {\_COVID-Continuity-Blogpost-01, \_COVID\_DEAA-List}, } @article{sirmacek_remote_2022, title = {Remote sensing and {AI} for building climate adaptation applications}, volume = {15}, url = {https://www.sciencedirect.com/science/article/pii/S2590123022001943}, doi = {10.1016/j.rineng.2022.100524}, urldate = {2024-02-24}, journal = {Results in Engineering}, author = {Sirmacek, Beril and Vinuesa, Ricardo}, year = {2022}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:CIJ7A7WG 2129771:QZQCI2BK}, pages = {100524}, } @article{dahiru_remote_2021, title = {Remote {Sensing} {Techniques} in {Mapping} {Spatial} {Variability} of {Salinity} in {Kano} {River} {Irrigation} {Project} ({KRIP}}, volume = {40}, doi = {10.4314/njt.v40i4.20}, language = {en}, number = {4}, journal = {Nigeria. Nigerian Journal of Technology (NIJOTECH}, author = {Dahiru, M. and Maina, M.M. and Audu, I. and Tudunwada, I.Y. and Nasiru, N.K.}, year = {2021}, pages = {732 --739}, } @techreport{beoku-betts_remote_2024, title = {Remote {Supervision} {Options} for {School} {Quality} {Assurance} {Officers}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/RZ4C7VGQ}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Beoku-Betts, Iman and Ampofo, Rudolph and Haßler, Björn}, month = jan, year = {2024}, doi = {10.53832/opendeved.1068}, note = {ZenodoArchiveID: 10459329 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1068 ZenodoArchiveConcept: 10459328}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{giz_renewable_nodate, title = {Renewable energy, energy efficiency and access to energy services}, url = {https://www.giz.de/en/worldwide/20886.html}, abstract = {The programme aims to develop and implement a legal framework and appropriate concepts in the fields of rural energy supply and renewable energy efficiency and to strengthen institutional capacity.}, language = {en}, urldate = {2020-08-04}, author = {GIZ}, note = {Library Catalog: www.giz.de KerkoCite.ItemAlsoKnownAs: 2129771:SQ7URM3U}, } @misc{noauthor_renouvellement_nodate, title = {Renouvellement de la {Chaire} {UNESCO} « {Education} scientifique et technologique et formation des enseignants » de 2017 à 2021}, url = {http://chaire-unesco-stettin.univ-amu.fr/fr/renouvellement-de-la-chaire-unesco-education-scientifique-et-technologique-et-formation-des}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8CR8MEHT 2317526:NYWX9PBE}, } @misc{schoot_rensvandeschootsoftware-overview-machine-learning-for-screening-text_2023, title = {Rensvandeschoot/software-overview-machine-learning-for-screening-text}, copyright = {CC-BY-4.0}, url = {https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text}, abstract = {The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.}, urldate = {2024-01-19}, author = {schoot, Rens van de}, month = jul, year = {2023}, note = {original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2129771:DBXDY7RW 2405685:H75KUGV8 2486141:DYRPSJRR}, keywords = {\_Added-ailr-2024, active-learning, machine-learning, software-development, systematic-reviews}, } @techreport{noauthor_report_nodate, title = {Report}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LA2T48LK}, } @article{andrabi_report_2017, title = {Report {Cards}: {The} {Impact} of {Providing} {School} and {Child} {Test} {Scores} on {Educational} {Markets}.}, volume = {107}, url = {https://www.aeaweb.org/articles}, doi = {10.1257/aer.20140774}, journal = {American Economic Review}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, Asim Ijaz}, year = {2017}, pages = {1535--63}, } @article{noauthor_report_2020, title = {Report of the {Secretary}-{General} {Roadmap} for {Digital} {Cooperation}}, language = {en}, month = jun, year = {2020}, keywords = {⛔ No DOI found}, pages = {39}, } @techreport{unesco_report_2018, address = {GABORONE, BOTSWANA}, title = {Report of the {Southern} {Africa} {Regional} {Workshop} on {Work}-based {Learning}}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZPAQFU4K 2317526:3NBNID95 UA-F2995AA5-6107-4844-947D-1B83B3717878}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CC:Botswana, CC:Lesotho, CC:Malawi, CC:Mozambique, CC:Namibia, CC:South Africa, CC:Zambia, CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, } @techreport{mcburnie_report_2022, title = {Report on research outcomes}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KT9PMHDT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katy and Vijil, Alejandra and Haßler, Björn}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT}, keywords = {\_r:AddedByZotZen}, } @misc{lamphai_intathep_report_2013, title = {Report shows student tablet flaws}, url = {http://www.bangkokpost.com/lite/breakingnews/373312/}, urldate = {2015-02-16}, author = {{Lamphai Intathep}}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 257089:9BZ5KEFI}, } @techreport{who_reporting_2000, type = {Technical report. {WHO}/{TDR}/{IDE}/{RP}/00.1}, title = {Reporting with pictures: a concept paper for researchers and health policy decision-makers}, language = {en}, author = {{WHO} and Haaland, A. and Akogun, Oladele B and Oladepo, O. and Kale, OO}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2HBUIC2Z 2129771:DCLDNKZ5 2486141:365X6MR2}, pages = {80}, } @article{joshi_reports_2020, title = {Reports from the {Field}: {Primary} {School} in {Brazil} {Using} {Finnish} {Innovation} {Pedagogy} to {Create} {Meaningful} {Online} {Education} {During} the {COVID}-19 {Pandemic}}, volume = {7}, copyright = {Copyright (c) 2020 Marjo Joshi, Minna Scheinin, Luis Miranda, Juliana Piispa}, issn = {2311-1550}, shorttitle = {Reports from the {Field}}, url = {https://jl4d.org/index.php/ejl4d/article/view/446}, abstract = {ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Joshi, Marjo and Scheinin, Minna and Miranda, Luis and Piispa, Juliana}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KWYIB7TT}, keywords = {Brazil, Finland, online learning, pedagogy, ⛔ No DOI found}, pages = {473--478}, } @article{ng_reports_2021, title = {Reports from the {Field}: {Secondary} {School} in {Hong} {Kong} {Integrating} the {Spirit} of {Humanities} into {STEAM} {Education}}, volume = {8}, copyright = {Copyright (c) 2021 SIN FAI ERIC NG, Chin Hung Ng}, issn = {2311-1550}, shorttitle = {Reports from the {Field}}, url = {https://jl4d.org/index.php/ejl4d/article/view/500}, abstract = {A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Ng, Sin Fai Eric and Ng, Chin Hung}, month = jul, year = {2021}, note = {Number: 2}, keywords = {Hong Kong, STEAM education, humanities, interdisciplinary approach, ⛔ No DOI found}, pages = {456--464}, } @article{santos-hermosa_repositories_2017, title = {Repositories of {Open} {Educational} {Resources}: {An} {Assessment} of {Reuse} and {Educational} {Aspects}}, volume = {18}, copyright = {Copyright (c) 2017 Gema Santos-Hermosa, Núria Ferran-Ferrer, Ernest Abadal}, issn = {1492-3831}, shorttitle = {Repositories of {Open} {Educational} {Resources}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/3063}, doi = {10.19173/irrodl.v18i5.3063}, language = {en}, number = {5}, urldate = {2019-03-26}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Santos-Hermosa, Gema and Ferran-Ferrer, Núria and Abadal, Ernest}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v18i5.3063 2129771:E75YWSPF}, keywords = {OER, evaluation, higher education, open educational resources, repositories, reuse}, } @techreport{unicef_republic_2020, title = {Republic of {Sierra} {Leone}: {Education} sector analysis: assessing the enabling environment for gender equality}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TQXPLCCH 2339240:A6RXK3ZC 2405685:UG524M3N}, keywords = {\_C:Sierra Leone SLE}, } @techreport{world_bank_republic_2013, title = {Republic of {Sierra} {Leone} {Higher} and {Tertiary} {Education} {Sector} {Policy} {Note}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y}, author = {{World Bank}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9}, keywords = {\_C:Sierra Leone SLE}, } @article{peters_republished_2014, title = {Republished research: {Implementation} research: what it is and how to do it: {Implementation} research is a growing but not well understood field of health research that can contribute to more effective public health and clinical policies and programmes. {This} article provides a broad definition of implementation research and outlines key principles for how to do it}, volume = {48}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions}, issn = {0306-3674, 1473-0480}, shorttitle = {Republished research}, url = {https://bjsm.bmj.com/content/48/8/731}, doi = {10.1136/bmj.f6753}, abstract = {The field of implementation research is growing, but it is not well understood despite the need for better research to inform decisions about health policies, programmes, and practices. This article focuses on the context and factors affecting implementation, the key audiences for the research, implementation outcome variables that describe various aspects of how implementation occurs, and the study of implementation strategies that support the delivery of health services, programmes, and policies. We provide a framework for using the research question as the basis for selecting among the wide range of qualitative, quantitative, and mixed methods that can be applied in implementation research, along with brief descriptions of methods specifically suitable for implementation research. Expanding the use of well designed implementation research should contribute to more effective public health and clinical policies and programmes. Implementation research attempts to solve a wide range of implementation problems; it has its origins in several disciplines and research traditions (supplementary table A). Although progress has been made in conceptualising implementation research over the past decade,1 considerable confusion persists about its terminology and scope.2–,4 The word “implement” comes from the Latin “implere,” meaning to fulfil or to carry into effect.5 This provides a basis for a broad definition of implementation research that can be used across research traditions and has meaning for practitioners, policy makers, and the interested public: “Implementation research is the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions).” Implementation research can consider any aspect of implementation, including the factors affecting implementation, the processes of implementation, and the results of implementation, including how to introduce potential solutions into a health system or how to promote their large scale use and …}, language = {en}, number = {8}, urldate = {2022-11-29}, journal = {British Journal of Sports Medicine}, author = {Peters, David H. and Adam, Taghreed and Alonge, Olakunle and Agyepong, Irene Akua and Tran, Nhan}, month = apr, year = {2014}, pmid = {24659611}, note = {Publisher: BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine Section: Republished research methods and reporting KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.f6753 2129771:NIJNTSQ8 4869029:QUDM5LJH}, pages = {731--736}, } @techreport{richmond_repurposing_2020, title = {Repurposing {Established} {Radio} and {Audio} {Series} to {Address} the {COVID}-19 {Educational} {Crises}}, url = {https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf}, language = {EN}, urldate = {2020-04-04}, institution = {Education Development Center}, author = {Richmond, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2E2H28DW 2339240:KCF8ZXBF}, pages = {9}, } @misc{noauthor_research_2022, title = {Research}, url = {https://schools2030.org/research/}, abstract = {Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic}, language = {en-US}, urldate = {2022-03-31}, journal = {Schools2030}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IAPAS3CX}, } @article{berente_research_2019, title = {Research commentarydata-driven computationally intensive theory development}, volume = {30}, doi = {10.1287/isre.2018.0774}, language = {en}, number = {1}, journal = {Information Systems Research}, author = {Berente, N. and Seidel, S and Safadi, H.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2129771:DE23HQD4 2129771:VR9R2YEZ 2405685:YYPVZ3MY 2486141:Q2QSCZPT}, keywords = {\_Added-ailr-2024}, pages = {50--64}, } @book{creswell_research_2013, title = {Research design: {Qualitative}, quantitative, and mixed methods approaches}, shorttitle = {Research design}, urldate = {2016-09-01}, publisher = {Sage publications}, author = {Creswell, John W.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4MH2WAPM 2129771:KDNWS4SP 2249382:Q9KD5PIH 2317526:XSDAVWUD}, keywords = {CitedIn:BIBBTVET, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:PhD\_Thesis, InterviewMethodology, TPD@Scale-cited, TPD@Scale\_1}, } @book{creswell_research_2017, title = {Research design: {Qualitative}, quantitative, and mixed methods approaches}, shorttitle = {Research design}, publisher = {Sage publications}, author = {Creswell, John W. and Creswell, J. David}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJPU329W 2486141:PNWPFNLV 503888:55LC4GHA}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, TPD@Scale\_1, eCubed}, } @misc{xiao_research_nodate, title = {Research {Guides}: {AI}-{Based} {Literature} {Review} {Tools}: {Home}}, copyright = {Copyright Texas A\&M University 2024}, shorttitle = {Research {Guides}}, url = {https://tamu.libguides.com/c.php?g=1289555&p=9470549}, abstract = {Research Guides: AI-Based Literature Review Tools: Home}, language = {en}, urldate = {2024-01-19}, author = {Xiao, Daniel}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R3WE8GH9 2405685:66BPJTIS 2486141:TRYX86YN}, keywords = {\_Added-ailr-2024}, } @misc{gerstein_research_nodate, title = {Research guides: {Knowledge} syntheses: {Systematic} \& {Scoping} {Reviews}, and other review types: {What} are {Realist} {Reviews}?}, copyright = {Copyright University of Toronto 2023}, shorttitle = {Research guides}, url = {https://guides.library.utoronto.ca/c.php?g=713309&p=5105450}, abstract = {Research guides: Knowledge syntheses: Systematic \& Scoping Reviews, and other review types: What are Realist Reviews?}, language = {en}, urldate = {2023-10-23}, author = {Gerstein!, Ask}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KGVSSELP}, } @article{mitchell_research_2018, title = {Research in {African} universities to inform the {Sustainable} {Development} {Goal} for {Education}: visibility, gaps and future priorities}, shorttitle = {Research in {African} universities to inform the {Sustainable} {Development} {Goal} for {Education}}, author = {Mitchell, Rafael and Rose, Pauline and Asare, Samuel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LYLZLMVX 2129771:P6NVBAUX}, keywords = {⛔ No DOI found}, } @article{toepper_research_2021, title = {Research in {International} {Transfer} of {Vocational} {Education} and {Training} – {A} {Systematic} {Literature} {Review}}, volume = {8}, copyright = {Copyright (c) 2021 Miriam Toepper, Olga Zlatkin-Troitschanskaia, Carla Kühling-Thees}, issn = {2197-8646}, url = {https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/138-169}, doi = {10.13152/IJRVET.8.4.7}, abstract = {Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.}, language = {en}, number = {4}, urldate = {2023-01-23}, journal = {International Journal for Research in Vocational Education and Training}, author = {Toepper, Miriam and Zlatkin-Troitschanskaia, Olga and Kühling-Thees, Carla}, month = dec, year = {2021}, note = {Number: 4}, keywords = {Literature Review, Professional Competence, Success Factors, Transfer, VET, Vocational Education and Training}, pages = {138--169}, } @article{saunders_research_2019, title = {Research {Methods} for {Business} {Students} {Eight} {Edition}}, journal = {QualitativeMarket Research: An International Journal}, author = {Saunders, M. N. K. and Lewis, Philip and Thornhill, Adrian}, year = {2019}, keywords = {⛔ No DOI found}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_research_2021, type = {{RTT} {Evaluation}}, title = {Research {Methods} for {Education}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/F6WS8X4W}, language = {en}, number = {1}, institution = {OpenDevEd}, author = {Centre for Research {and} Integrated Development (Ministry of Primary {and} Secondary Education, Zimbabwe) and UNESCO Regional Office for Southern Africa and {Open Development and Education}}, month = dec, year = {2021}, doi = {10.53832/opendeved.0265}, note = {ZenodoArchiveID: 6323519 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323519 ZenodoArchiveConcept: 6323518}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_research_2022, type = {{RTT} {Evaluation}}, title = {Research {Methods} for {Education}: {Reading} {List}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/MSK5WMMF}, language = {en}, number = {3}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, month = mar, year = {2022}, doi = {10.53832/opendeved.0267}, note = {ZenodoArchiveID: 6324325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6324325 ZenodoArchiveConcept: 6324324}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @book{cohen_research_2017, title = {Research {Methods} in {Education}}, isbn = {978-1-315-45652-2}, abstract = {This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.}, language = {en}, publisher = {Routledge}, author = {Cohen, Louis and Manion, Lawrence and Morrison, Keith}, month = oct, year = {2017}, note = {Google-Books-ID: 9mYPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:K73IF5SZ 4502395:9PBD6WAE}, keywords = {Education / Experimental Methods, Education / General, Education / Research}, } @book{cohen_research_2017, address = {London}, edition = {8}, title = {Research {Methods} in {Education}}, isbn = {978-1-315-45653-9}, abstract = {This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.}, publisher = {Routledge}, author = {Cohen, Louis and Manion, Lawrence and Morrison, Keith}, month = oct, year = {2017}, doi = {10.4324/9781315456539}, } @book{cohen_research_2017, address = {London ; New York}, edition = {8th edition}, title = {Research {Methods} in {Education}}, isbn = {978-1-138-20988-6}, abstract = {This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.}, language = {English}, publisher = {Routledge}, author = {Cohen, Louis and Manion, Lawrence and Morrison, Keith}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V7GAVRKW 4426965:SIGIGX74}, } @book{arinto_research_2017, title = {Research on open educational resources for development in the {Global} {South}: {Project} landscape}, shorttitle = {Research on open educational resources for development in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open …}, author = {Arinto, Patricia and Hodgkinson-Williams, Cheryl and King, Thomas and Cartmill, Tess and Willmers, Michelle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN}, keywords = {\_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:El Salvador SLV, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{kadzamira_research_2001, title = {Research on {School} {Effectiveness} on {Pupils}’ {Achievement} in {Developing} {Countries} with {Special} {Reference} to {Malawi}: {Some} {Methodological} {Issues}.}, shorttitle = {Research on {School} {Effectiveness} on {Pupils}’ {Achievement} in {Developing} {Countries} with {Special} {Reference} to {Malawi}}, doi = {10.4314/zjer.v13i2.25997}, author = {Kadzamira, Chipo}, year = {2001}, note = {Publisher: Human Resource Research Centre (HRRC), University of Zimbabwe (UZ.) KerkoCite.ItemAlsoKnownAs: 10.4314/zjer.v13i2.25997 2129771:SVX4ARAI 4752638:7PPF9AWT 4752638:AS66RSVH}, keywords = {\_C:Malawi MWI}, } @inproceedings{huang_research_2016, title = {Research on the {Novel} {Education} {Pattern} for {Science} and {Engineering} {Classes} {Based} on {Experiment} and {Interactive} {Teaching} {Method}}, doi = {10.2991/emcs-16.2016.106}, booktitle = {International {Conference} on {Education}, {Management}, {Computer} and {Society}}, publisher = {Atlantis Press}, author = {Huang, Wenzhun and Xie, Xinxin and Bian, Wei and Zhang, Hui}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2991/emcs-16.2016.106 2129771:RGE2SUXC}, keywords = {\_C:China CHN, \_C:Switzerland CHE, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{hasler_research_2020, address = {UNESCO, Paris (virtual meeting)}, title = {Research on the response to {COVID19}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5VQMVDB9}, abstract = {Presentation given at BE2, 2020-10-06.}, author = {Haßler, Björn and Fitzpatrick, Rachael}, month = oct, year = {2020}, doi = {10.5281/zenodo.4067958}, note = {shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_EdTechHub\_Output, \_r:ImportedToMyEducationEvidence, \_yl:u, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{lukyanenko_research_2020, title = {Research perspectives: design theory indeterminacy: what {Is} it, how can it be reduced, and why did the polar bear drown?}, volume = {21}, doi = {10.17705/1jais.00639}, language = {en}, number = {5}, journal = {Journal of the Association for Information Systems}, author = {Lukyanenko, R. and Parsons, J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00639 2129771:KTZMWRQF 2486141:UYBWU6MZ}, keywords = {\_z:no\_pdf}, pages = {1343--1369}, } @article{penuel_research-practice_nodate, title = {Research-{Practice} {Partnerships} and {ESSA}: {A} {Learning} {Agenda} for the {Coming} {Decade}}, language = {en}, author = {Penuel, William R and Farrell, Caitlin C}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IMBKJR27}, keywords = {⛔ No DOI found}, } @book{noauthor_research_2023, title = {Research proposal}, month = jan, year = {2023}, } @techreport{hasler_research_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Research publication strategy and proposed publications}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {4}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Hollow, David and Jordan, Katy and Hennessy, Sara and Brugha, Meaghan and Mitchell, Joel}, month = dec, year = {2019}, doi = {10.5281/zenodo.3624977}, note = {EdTechHub.Source: 2405685:2GLWRD86 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624977 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @misc{noauthor_research_nodate, title = {Research {Rabbit}}, url = {https://researchrabbitapp.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8RFITIWC 2405685:KMB3ZPV2 2486141:UDDEFGKS}, keywords = {\_Added-ailr-2024}, } @inproceedings{nambatya_research_2021, title = {Research, resources and client requirements - how can we achieve more widespread adoption of {Interlocking} {Stabilized} {Soil} {Blocks} ({ISSB})}, author = {Nambatya, Mauricia and Marsh, Alastair}, month = jul, year = {2021}, } @article{darling-hammond_research_2009, title = {Research review/teacher learning: {What} matters}, volume = {66}, number = {5}, journal = {Educational leadership}, author = {Darling-Hammond, Linda and Richardson, Nikole}, year = {2009}, keywords = {⛔ No DOI found}, pages = {46--53}, } @misc{noauthor_research_nodate, title = {Research {Solutions} {Announces} {Acquisition} of scite}, url = {https://www.researchsolutions.com/resources/press-releases/research-solutions-announces-acquisition-of-scite}, abstract = {Research Solutions announces their acquisition of scite, a search and discovery platform leveraging AI to increase the discoverability and evaluation of research.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5ZZ8PYRC 2405685:KD8M3BDN 2486141:9977FCZ5}, } @techreport{brian_batayeh_research--change_2022, title = {Research-to-{Change} {Toolkit}: {Implementation} {Research} for {Youth} {Practitioners}}, url = {https://www.youthlead.org/sites/default/files/YouthLead/files/resources/Youth%20Excel%20Research-to-Change%20%28R2C%29%20Toolkit_0%20%281%29-compressed.pdf}, urldate = {2022-12-17}, institution = {IREX and Youth Excel Consortium.}, author = {{Brian Batayeh}}, year = {2022}, note = {Batayeh, B., et al. (2022). Research-to-Change Toolkit: Implementation Research for Youth Practitioners. IREX and Youth Excel Consortium. KerkoCite.ItemAlsoKnownAs: 2129771:UR8ZPXXC}, } @article{hwang_research_2011, title = {Research trends in mobile and ubiquitous learning: {A} review of publications in selected journals from 2001 to 2010}, volume = {42}, issn = {00071013}, shorttitle = {Research trends in mobile and ubiquitous learning}, url = {http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x}, doi = {10.1111/j.1467-8535.2011.01183.x}, language = {en}, number = {4}, urldate = {2014-04-08}, journal = {British Journal of Educational Technology}, author = {Hwang, Gwo-Jen and Tsai, Chin-Chung}, month = jul, year = {2011}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2011.01183.x 10/cxcftr 2129771:LRQZJR58 257089:97UQNJ4T}, pages = {E65--E70}, } @article{nakagawa_research_2019, title = {Research weaving: visualizing the future of research synthesis}, volume = {34}, shorttitle = {Research weaving}, url = {https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com}, doi = {10.1016/j.tree.2018.11.007}, number = {3}, urldate = {2024-01-18}, journal = {Trends in ecology \& evolution}, author = {Nakagawa, Shinichi and Samarasinghe, Gihan and Haddaway, Neal R. and Westgate, Martin J. and O’Dea, Rose E. and Noble, Daniel WA and Lagisz, Malgorzata}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.tree.2018.11.007 2129771:2N46CC9R 2129771:5C7FXM2T 2129771:P29U7J9G 2405685:Y29WIV7Q 2486141:7IWVPGZQ 2486141:Q9T6PJHL 2486141:SFJ37LP4}, keywords = {\_Added-ailr-2024}, pages = {224--238}, } @article{orduna-malea_researchgate_2016, title = {{ResearchGate} como fuente de evaluación científica: desvelando sus aplicaciones bibliométricas}, volume = {25}, shorttitle = {{ResearchGate} como fuente de evaluación científica}, doi = {10.3145/epi.2016.mar.18}, number = {2}, journal = {Profesional de la Información}, author = {Orduña-Malea, Enrique and Martín-Martín, Alberto and Delgado-López-Cózar, Emilio}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3145/epi.2016.mar.18 2129771:V2N2XZVB}, pages = {303--310}, } @article{tillman_researching_2006, title = {Researching and writing from an {African}-{American} perspective: reflective notes on three research studies}, volume = {19}, issn = {0951-8398 (print) / 1366-5898 (online)/06/020265-23}, shorttitle = {Researching and writing from an {African}-{American} perspective: reflective notes on three research studies}, url = {http://dx.doi.org/10.1080/09518390600696513}, doi = {10.1080/09518390600696513}, number = {3}, journal = {International Journal of Qualitative Studies in Education}, author = {Tillman, L.C.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09518390600696513 10/fjftr7 2129771:FV7YNPAY 261495:XTA7APKK}, pages = {265--287}, } @incollection{wegerif_researching_2023, title = {Researching {Educational} {Technology}}, isbn = {978-1-00-319849-9}, abstract = {In this chapter, we explore the role of theory in educational technology research and ask what the role of theory should be. We begin with a brief history of education and educational technology research. This history suggests these fields have been dominated by ideas about research that are rooted in the affordances of print technology, in a way that does not fit the needs and affordances of digital technology. We also establish how there has been an unproductive alternation between what we call ‘inside’ views, how things feel to participants, and what we call ‘outside’ views, such as statistical patterns in data. It appears that new digital technology not only makes new ways of doing educational research possible, but it also changes how we should think about the purpose and nature of educational research. We end by proposing relatively new methodologies and paradigms influenced by dialogic theory that respond to these historical challenges and are better suited to researching educational technology.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 21}, } @article{cox_researching_2018, title = {Researching {Information} {Technology} in {Education}: {Meeting} the {Challenges} of an {Ever}-{Changing} {Environment}}, shorttitle = {Researching {Information} {Technology} in {Education}}, journal = {Second Handbook of Information Technology in Primary and Secondary Education}, author = {Cox, Margaret J.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:W5QDQBRC}, keywords = {\_\_C:filed:1, ❓ Multiple DOI}, pages = {1105}, } @book{mcfarlane_researching_2008, title = {Researching mobile learning-{Interim} report to {Becta}}, publisher = {UK: Becta}, author = {McFarlane, A and Triggs, P and Yee, W}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 257089:UKI3SNKQ}, } @article{mulder_researching_2018, title = {Researching vocational education and training: {An} international perspective}, volume = {1}, shorttitle = {Researching vocational education and training}, url = {http://www.epubs.ac.za/index.php/JOVACET/article/view/302}, doi = {10.14426/jovacet.v1i1.12}, language = {en}, number = {1}, urldate = {2019-02-07}, journal = {Journal of Vocational, Adult and Continuing Education and Training}, author = {Mulder, Martin}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.14426/jovacet.v1i1.12 2129771:3FZYIY3L 2317526:GP4KBHEL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:LOW, -RRQ:M:final, RRQ:other, publicImportV1}, pages = {35--35}, } @misc{noauthor_reseau_nodate, title = {Réseau {Africain} des {Institutions} de {Formation} de {Formateurs} de l'{Enseignement} {Technique} ({RAIFFET}) {\textbar} {Home}}, url = {https://raiffet.org/}, urldate = {2020-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S275SW7F 2317526:DYXDKBQD}, } @article{bozkurt_resilience_2022, title = {Resilience, {Adaptability}, and {Sustainability} of {Higher} {Education}: {A} systematic {Mapping} {Study} on the {Impact} of the {Coronavirus} ({Covid}-19) {Pandemic} and the {Transition} to the {New} {Normal}}, volume = {9}, copyright = {Copyright (c) 2022 Aras Bozkurt}, issn = {2311-1550}, shorttitle = {Resilience, {Adaptability}, and {Sustainability} of {Higher} {Education}}, url = {https://jl4d.org/index.php/ejl4d/article/view/590}, abstract = {The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Bozkurt, Aras}, month = mar, year = {2022}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:KMU47B2F}, keywords = {Covid-19 pandemic, \_genre:PR-primary\_research, emergency remote education, higher education, online distance education, teaching and learning, ⛔ No DOI found}, pages = {1--16}, } @book{kleefeldt_resilienz_2018, title = {Resilienz, {Empowerment} und {Selbstorganisation} geflüchteter {Menschen}}, publisher = {Vandenhoeck \& Ruprecht}, author = {Kleefeldt, Esther}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GFD6565A 2317526:E33UK76D}, } @incollection{shelton_resisting_2020, title = {Resisting {Dehumanizing} {Assessments}: {Enacting} {Critical} {Humanizing} {Pedagogies} in {Online} {Teacher} {Education}}, isbn = {978-1-939797-49-0}, shorttitle = {Resisting {Dehumanizing} {Assessments}}, abstract = {With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.}, author = {Shelton, Catharyn and Aguilera, Earl and Gleason, Benjamin and Mehta, Rohit}, month = jun, year = {2020}, pages = {125--128}, } @misc{ilo_resolution_2007, title = {Resolution {Concerning} {Updating} the {International} {Standard} {Classification} of {Occupations}}, url = {https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf}, language = {EN}, urldate = {2020-02-01}, author = {{ILO}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5D2HVC9 2129771:XJ3ING8Y 2249382:S7Y3GLSM 2317526:FDFG9BLD 2317526:GRX2QX56}, } @article{lomas_resolving_2018, title = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}: {Estimating} the {Health} {Opportunity} {Costs} of {Nonmarginal} {Budget} {Impacts}}, volume = {21}, issn = {1098-3015}, shorttitle = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}}, doi = {10.1016/j.jval.2017.10.006}, language = {en}, number = {3}, journal = {Value in Health}, author = {Lomas, James and Claxton, Karl and Martin, Stephen and Soares, Marta}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2129771:LFXI7X75 4869029:KIW6V7RD}, pages = {266--275}, } @techreport{hasler_resource_2022, title = {Resource list for {T}-{TEL} {Ghana} (2015-2016)}, url = {https://docs.opendeved.net/lib/?featured=J6YRIZ5K}, author = {Haßler, Björn}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FGQR8MW3}, } @book{secretariat_respect_2022, title = {Respect in the {Commonwealth}: {A} toolkit for building relationships, generating new ideas and increasing respect}, shorttitle = {Respect in the {Commonwealth}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1069}, abstract = {This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Secretariat, Commonwealth}, month = jun, year = {2022}, doi = {10.14217/ComSec.1069}, } @article{kalloo_responding_2020, title = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}: challenges and opportunities for teacher education}, volume = {0}, issn = {0260-7476}, shorttitle = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}}, url = {https://doi.org/10.1080/02607476.2020.1800407}, doi = {10.1080/02607476.2020.1800407}, abstract = {Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.}, number = {0}, urldate = {2020-08-12}, journal = {Journal of Education for Teaching}, author = {Kalloo, Rowena Constance and Mitchell, Beular and Kamalodeen, Vimala Judy}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7}, keywords = {COVID-19, Teacher education, \_\_C:filed:1, inequities, online education}, pages = {1--11}, } @article{dahiru_response_2021, title = {Response {Surface} {Regression} {Model} for {Predicting} {Clay} {Composition} and it {Relationship} with selected {Soil} {Properties} at {Kano} {River} {Irrigation} {Project}, {Nigeria}}, volume = {7}, language = {en}, number = {1March}, journal = {Dutse Journal of Pure and Applied Sciences (DUJOPAS}, author = {Dahiru, M. and Maina, M.M. and Audu, I. and Tudunwada, I.Y. and Nasiru, N.K. and Umar, S.E.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{the_lego_group_responsibility_2018, title = {Responsibility {Report} 2018}, language = {en}, author = {The LEGO Group}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:6FY4ZY24}, keywords = {Final\_citation, existing, ⛔ No DOI found}, } @article{boateng_restructuring_2012, title = {Restructuring vocational and technical education in {Ghana}: {The} role of leadership development}, url = {https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf}, abstract = {Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.}, language = {en}, journal = {International Journal of Humanities and Social Science}, author = {Boateng, C}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:leadership, F:policy, T:TVET, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{riconscente_results_2013, title = {Results {From} a {Controlled} {Study} of the {iPad} {Fractions} {Game} {Motion} {Math}}, volume = {8}, doi = {10.1177/1555412013496894}, number = {4}, journal = {Games and Culture}, author = {Riconscente, Michelle M}, year = {2013}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1177/1555412013496894 10/gf62jj 2129771:TGCRE2G3 257089:ZPT5XUXJ}, pages = {186--214}, } @article{fokides_results_2018, title = {Results from a {Study} for {Teaching} {Human} {Body} {Systems} to {Primary} {School} {Students} {Using} {Tablets}}, volume = {9}, doi = {10.30935/cet.414808}, number = {2}, journal = {Contemporary Educational Technology}, author = {Fokides, Emmanuel and Mastrokoukou, Aikaterini}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.30935/cet.414808 10/gf62g3 2129771:CQS9KRSX 2129771:QBFK3ZID}, keywords = {\_C:Canada CAN, \_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Singapore SGP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {154--170}, } @techreport{world_bank_results_2020, type = {Working {Paper}}, title = {Results of {Mongolia} {COVID}-19 {Household} {Response} {Phone} {Survey} ({Round} 1)}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, language = {en}, number = {150989}, urldate = {2020-08-17}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:VXAP45XJ}, } @techreport{world_bank_results_2020, type = {Working {Paper}}, title = {Results of {Mongolia} {COVID}-19 {Household} {Response} {Phone} {Survey} ({Round} 1)}, url = {http://documents1.worldbank.org/curated/en/656061595316484647/pdf/Results-of-Mongolia-COVID-19-Household-Response-Phone-Survey-Round-1.pdf}, number = {150989}, urldate = {2020-08-19}, institution = {World Bank Group}, author = {{World Bank} and {National Statistics Office of Mongolia}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QW6HILCC}, } @misc{noauthor_results_nodate, title = {Results: {Smart} {Learning} {Environments} of the {Future}}, shorttitle = {Results}, url = {https://6aika.fi/en/project/results-smart-learning-environments-of-the-future/}, abstract = {The Smart Learning Environments of the Future project improved...}, language = {en-GB}, urldate = {2023-02-02}, journal = {6Aika}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VQLT3XAR}, } @article{van_der_bijl_retention_2019, series = {Journal}, title = {Retention and attrition among {National} {Certificate} ({Vocational}) {Civil} and {Construction} students in {South} {African} {TVET}}, doi = {10.1177/0950422218800649}, abstract = {© The Author(s) 2018. The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.}, journal = {Industry and Higher Education}, author = {Van der Bijl, Andre and Lawrence, Mark}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0950422218800649 2129771:4GC535S4 2129771:WY9Y74R5}, } @article{erkkie_rethinking_2021, title = {Rethinking {A} {Framework} for {Contextualising} and {Collaborating} in {MOOCs} by {Higher} {Education} {Institutions} in {Africa}}, volume = {8}, copyright = {Copyright (c) 2021 Haipinge Erkkie, Ngepathimo Kadhila}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/442}, abstract = {Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Erkkie, Haipinge and Kadhila, Ngepathimo}, month = mar, year = {2021}, note = {Number: 1}, keywords = {MOOCs, Sub-Saharan Africa, connectivism, contextualisation, higher education, online learning, ⛔ No DOI found}, pages = {204--220}, } @article{jules_rethinking_2008, title = {Rethinking education for the {Caribbean}: {A} radical approach}, volume = {44}, shorttitle = {Rethinking education for the {Caribbean}}, doi = {10.1080/03050060802041142}, number = {2}, journal = {Comparative Education}, author = {Jules, Didacus}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802041142 2129771:SSNRQS9Q}, pages = {203--214}, } @phdthesis{langer_rethinking_2018, type = {{PhD} {Thesis}}, title = {Rethinking mobile learning for development: {Using} the {Capability} {Approach} and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in {Low}-and {Middle}-{Income} {Countries}}, shorttitle = {Rethinking mobile learning for development}, school = {UCL (University College London)}, author = {Langer, Laurenz}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @book{rogers_rethinking_2011, title = {Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures}, isbn = {9781136884870 9781136884887 9786613043535 9780203839478}, shorttitle = {Rethinking play and pedagogy in early childhood education}, abstract = {Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:{\textless}U.}, language = {English}, author = {Rogers, Sue}, year = {2011}, note = {OCLC: 1290102021}, } @article{kuboni_rethinking_2021, title = {Rethinking {Problem}-{Solving} {Teaching} {Strategies} in the {Primary} {Sector} for both {Face}-to-{Face} and {Online} {Delivery}}, volume = {8}, copyright = {Copyright (c) 2021 Olabisi Kuboni}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/479}, abstract = {This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum.  The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations.  The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kuboni, Olabisi}, month = mar, year = {2021}, note = {Number: 1}, keywords = {\_genre:PR-primary\_research, primary school, problem-solving, teaching strategies, ⛔ No DOI found}, pages = {42--57}, } @article{mulenga_rethinking_2020, title = {Rethinking quality assurance in curriculum development and implementation for higher education in {Africa}.}, url = {https://www.ajol.info/index.php/eajess/article/view/218631}, doi = {10.46606/eajess2020v01i03.0039}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2020}, } @book{bundy_rethinking_2009, title = {Rethinking school feeding: social safety nets, child development, and the education sector}, shorttitle = {Rethinking school feeding}, publisher = {world bank publications}, author = {Bundy, Donald AP}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WY7K38U9 4502395:PDRZEVSC 4502395:VZR6TEA6}, } @article{mulenga_rethinking_2016, title = {Rethinking the role of teacher education in {Zambia}: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge.}, shorttitle = {Rethinking the role of teacher education in {Zambia}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6600/AFTRA%20Article%20on%20Teacher%20Education%20-%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2016}, note = {Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …}, keywords = {⛔ No DOI found}, } @article{tieken_rethinking_2019, title = {Rethinking the {School} {Closure} {Research}: {School} {Closure} as {Spatial} {Injustice}}, volume = {89}, issn = {0034-6543}, shorttitle = {Rethinking the {School} {Closure} {Research}}, url = {https://doi.org/10.3102/0034654319877151}, doi = {10.3102/0034654319877151}, abstract = {Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.}, language = {en}, number = {6}, urldate = {2021-03-07}, journal = {Review of Educational Research}, author = {Tieken, Mara Casey and Auldridge-Reveles, Trevor Ray}, month = dec, year = {2019}, note = {Publisher: American Educational Research Association}, keywords = {Lebanon\_event\_2021, \_C:Georgia GEO, \_C:Germany DEU, \_C:Mexico MEX, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, rural, school closure, spatial injustice, urban}, pages = {917--953}, } @article{glewwe_retrospective_2004, title = {Retrospective vs. {Prospective} {Analyses} of {School} {Inputs}: {The} {Case} of {Flip} {Charts} in {Kenya}.}, url = {https://www.sciencedirect.com/science/article/abs/pii/S030438780300186X}, doi = {10.1016/j.jdeveco.2003.12.010}, journal = {Journal of Development Economics}, author = {Glewwe, Paul and Kremer, Michael and Moulin, Sylvie and Zitzewitz, Eric}, year = {2004}, pages = {251--268}, } @article{angrist_revealing_2019, title = {Revealing a safer sex option to reduce {HIV} risk: a cluster-randomized trial in {Botswana}}, volume = {19}, issn = {1471-2458}, shorttitle = {Revealing a safer sex option to reduce {HIV} risk}, url = {https://doi.org/10.1186/s12889-019-6844-8}, doi = {10.1186/s12889-019-6844-8}, abstract = {1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana.}, number = {1}, urldate = {2021-05-19}, journal = {BMC Public Health}, author = {Angrist, Noam and Matshaba, Mogomotsi and Gabaitiri, Lesego and Anabwani, Gabriel}, month = may, year = {2019}, keywords = {Botswana, HIV, Health, Impact evaluation, Risk reduction, School, Sex education, Southern Africa, Teen pregnancy}, pages = {610}, } @misc{world_bank_reversing_nodate, title = {Reversing the pandemic's education losses}, url = {https://blogs.worldbank.org/voices/reversing-pandemics-education-losses}, abstract = {When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss}, language = {en}, urldate = {2022-01-18}, author = {{World Bank}}, } @article{leidner_review_2018, title = {Review and theory symbiosis: an introspective retrospective}, volume = {19}, doi = {10.17705/1jais.00501}, language = {en}, number = {6}, journal = {Journal of the Association for Information Systems}, author = {Leidner, D.E.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00501 2129771:TCSX63UA 2486141:6ZMWXBX2}, pages = {552--567}, } @article{porter_review_2021, title = {Review: {Cleveland}-{Innes}, {M}. {F}., \& {Garrison}, {D}. {R}. ({Eds}.), (2021). {An} introduction to distance education: {Understanding} teaching and learning in a new era (2nd ed.). {New} {York}, {N}.{Y}.: {Routledge}.}, volume = {8}, copyright = {Copyright (c) 2021 David Alexander Porter}, issn = {2311-1550}, shorttitle = {Review}, url = {https://jl4d.org/index.php/ejl4d/article/view/524}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Porter, David Alexander}, month = jul, year = {2021}, note = {Number: 2}, keywords = {distance education, ⛔ No DOI found}, pages = {469--472}, } @misc{lee_review_2023, title = {Review {Finds} {States} {Slow} to {Give} {Guidance} on {How} {Teachers}, {Schools} {Should} {Use} {AI}}, url = {https://www.the74million.org/article/review-finds-states-slow-to-give-guidance-on-how-teachers-schools-should-use-ai/}, abstract = {Dusseault \& Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.}, language = {en-US}, urldate = {2023-09-19}, author = {Lee, Bree Dusseault \& Justin}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:4AZIT72H}, } @techreport{nepad_review_2013, title = {Review of agricultural technical vocational education and training ({ATVET}) in {Africa} : best practices from {Benin}, {Ethiopia}, {Namibia} and {Sierra} {Leone}}, language = {en}, author = {{NEPAD}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Benin, C:Ethiopia, C:Namibia, C:Sierra Leone, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agricultural, T:TVET, \_C:Sierra Leone SLE, publicImportV1}, } @book{lee_review_2015, title = {Review of international research on factors underlying teacher absenteeism}, url = {https://eric.ed.gov/?id=ED555740}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-01-06}, publisher = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B2YTMSFW 4556019:D8JJI88Z 4556019:IDEEUGZN}, keywords = {Academic Rank (Professional), Accountability, C:LMIC, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, LMICs, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment, ⛔ No DOI found}, } @article{chen_review_2022, title = {Review of {Learning} {Tools} for {Effective} {Radiology} {Education} {During} the {COVID}-19 {Era}}, volume = {29}, issn = {1076-6332}, url = {https://www.sciencedirect.com/science/article/pii/S1076633221004645}, doi = {10.1016/j.acra.2021.10.006}, abstract = {Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Academic Radiology}, author = {Chen, David and Ayoob, Andres and Desser, Terry S. and Khurana, Aman}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.acra.2021.10.006 2129771:QSZQL2KL}, keywords = {Coronavirus, Electronic teaching tools, Medical education, Online education, Radiology, SARS-Cov-2, \_genre:LR-literature\_review}, pages = {129--136}, } @article{hunt_review_2015, title = {Review of national education policies: {Teacher} quality and learning outcomes}, volume = {45}, issn = {0033-1538, 1573-9090}, shorttitle = {Review of national education policies}, url = {http://link.springer.com/10.1007/s11125-015-9356-z}, doi = {10.1007/s11125-015-9356-z}, abstract = {This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {PROSPECTS}, author = {Hunt, Frances}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Belize BLZ, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {379--390}, } @article{neal_review_2021, title = {Review: {Southgate}, {E}. (2020). {Virtual} {Reality} in {Curriculum} and {Pedagogy}: {Evidence} from {Secondary} {Classrooms}. {Routledge}.}, volume = {8}, copyright = {Copyright (c) 2021 Terry Neal}, issn = {2311-1550}, shorttitle = {Review}, url = {https://jl4d.org/index.php/ejl4d/article/view/530}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Neal, Terry}, month = jul, year = {2021}, note = {Number: 2}, keywords = {immersive virtual reality, pedagogy technology, ⛔ No DOI found}, pages = {465--468}, } @techreport{yoon_reviewing_2007, address = {Washington, D.C.}, title = {Reviewing the evidence on how teacher professional development affects student achievement}, shorttitle = {Reviewing the evidence on how teacher projessional development affects student achievement}, url = {http://files.eric.ed.gov/fulltext/ED498548.pdf}, abstract = {The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]}, number = {033}, institution = {U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest}, author = {Yoon, K.S. and Duncan, T. and Lee, S.W.-Y. and Scarloss, B. and Shapley, K.}, year = {2007}, note = {033 KerkoCite.ItemAlsoKnownAs: 2129771:CTLDICFZ 261495:3GSQU63M}, } @misc{jordan_reviewing_2019, title = {Reviewing the research literature in educational technology for development: {Balancing} rigour and inclusivity}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Reviewing the research literature in educational technology for development}, url = {https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Jordan, Katy}, month = dec, year = {2019}, doi = {10.5281/zenodo.3581041}, note = {shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2129771:687PZJBY 2405685:YXIGT4W9}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{smith_reviews_2023, title = {Reviews and {Reviewing}: {Approaches} to {Research} {Synthesis}. {An} {Annual} {Review} of {Information} {Science} and {Technology} ({ARIST}) paper}, copyright = {© 2023 The Authors. Journal of the Association for Information Science and Technology published by Wiley Periodicals LLC on behalf of Association for Information Science and Technology.}, issn = {2330-1635, 2330-1643}, shorttitle = {Reviews and {Reviewing}}, url = {https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24851}, doi = {10.1002/asi.24851}, abstract = {Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of the Association for Information Science and Technology}, author = {Smith, Linda C.}, month = nov, year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/asi.24851 KerkoCite.ItemAlsoKnownAs: 10.1002/asi.24851 2129771:UH3PM3LX 2405685:32NYSPUF 2486141:A9F7UUQ3 2486141:MWWYUBP8}, keywords = {\_Added-ailr-2024}, pages = {asi.24851}, } @article{piper_revised_2016, title = {revised from 2014). {USAID}/ {Kenya} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Endline} impact evaluation – revised edition. {Prepared} under the {USAID} {EdData} {II}}, url = {https://globalreadingnetwork.net/eddata/usaidkenya-primarymath-and-reading-primr-initiative-endline-impact-evaluation-revised.}, author = {Piper, B. and King, S. and Mugenda, A.}, month = sep, year = {2016}, note = {Place: Research Triangle Park, NC Publisher: RTI International}, keywords = {⛔ No DOI found}, } @misc{government_of_botswana_revised_2010, title = {Revised {National} {Youth} {Policy}}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {2010}, note = {UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @techreport{gonsalves_revised_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Revised {Programme} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/T85S88PM}, number = {4}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0259}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0259 2129771:DQIZ3PIQ 2129771:T85S88PM}, keywords = {Author:OpenDevEd}, } @techreport{gonsalves_revised_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Revised {Programme} {Description}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/BAT326IU}, number = {1}, institution = {Organisation of Eastern Caribbean States}, author = {Gonsalves, Sarah-Lee and Regis, Callista and Villavicencio, Xuzel and Haßler, Björn}, month = feb, year = {2022}, doi = {10.53832/opendeved.0256}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0256 2129771:BAT326IU}, keywords = {Author:OpenDevEd}, } @article{ricoy_revision_2020, title = {Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria}, volume = {78}, doi = {10.22550/REP78-2-2020-04}, number = {276}, journal = {Revista Española de Pedagogía}, author = {Ricoy, María-Carmen and Sánchez-Martínez, Cristina}, year = {2020}, note = {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}, pages = {273--290}, } @article{dogan_revisiting_2021, title = {Revisiting {Brainstorming} within an {Educational} {Context}: {A} {Meta}-{Thematic} {Analysis}}, volume = {8}, copyright = {Copyright (c) 2021 Yunus Doğan, Veli Batdı}, issn = {2311-1550}, shorttitle = {Revisiting {Brainstorming} within an {Educational} {Context}}, url = {https://jl4d.org/index.php/ejl4d/article/view/495}, abstract = {An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Doğan, Yunus and Batdı, Veli}, month = nov, year = {2021}, note = {Number: 3}, keywords = {academic achievement, brainstorming, creativity, meta-thematic analysis, thinking skills, ⛔ No DOI found}, pages = {541--556}, } @article{qiang_revisiting_2020, title = {Revisiting {Distance} {Learning} {Resources} for {Undergraduate} {Research} and {Lab} {Activities} during {COVID}-19 {Pandemic}}, issn = {0021-9584}, url = {https://doi.org/10.1021/acs.jchemed.0c00609}, doi = {10.1021/acs.jchemed.0c00609}, abstract = {The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.}, urldate = {2020-08-12}, journal = {Journal of Chemical Education}, author = {Qiang, Zhe and Obando, Alejandro Guillen and Chen, Yuwei and Ye, Changhuai}, month = aug, year = {2020}, note = {Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00609 2129771:3VMMX9C4}, keywords = {\_\_C:filed:1}, } @article{nkrumah_revisiting_2020, title = {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}, volume = {8}, issn = {2049-6613}, shorttitle = {Revisiting global development frameworks and research on universal basic education in {Ghana} and {Sub}-{Saharan} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3205}, doi = {10.1002/rev3.3205}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-04-18}, journal = {Review of Education}, author = {Nkrumah, Rodney Buadi and Sinha, Vandna}, year = {2020}, note = {\_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}, pages = {733--764}, } @book{atchoarena_revisiting_2002, title = {Revisiting {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}: {An} {Update} on {Trends}, {Innovations} and {Challenges}. {New} {Trends} in {Technical} and {Vocational} {Education}}, shorttitle = {Revisiting {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}}, abstract = {Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO)}, language = {en}, urldate = {2020-02-01}, author = {Atchoarena, David and Delluc, Andre}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CTMR3RBD 2317526:D3ZDMGIZ}, keywords = {Accreditation (Institutions), Comparative Education, Cultural Context, Donors, Economic Climate, Education Work Relationship, Educational Administration, Educational Change, Educational Finance, Educational Innovation, Educational Policy, Foreign Countries, Informal Education, Labor Market, Partnerships in Education, Policy Analysis, Postsecondary Education, Poverty Programs, Trend Analysis, Vocational Education}, } @techreport{world_bank_revitalizing_2014, title = {Revitalizing {Education} {Development} in {Sierra} {Leone} ({REDISL}) {Project}}, url = {http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GFXZQ5YD 2405685:8ISYUKP9}, keywords = {\_C:Sierra Leone SLE}, } @article{ogbondah_revitalizing_2014, title = {Revitalizing {Technical} and {Vocational} {Education} in {Nigeria} for {Youths} and {National} {Development}}, abstract = {Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.}, language = {en}, journal = {Journal of Education and Practice}, author = {Ogbondah, Livinus and Wobi, KK}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y2CX5IBY 2317526:XXZHYLIM UTI-8AB811C3-40A0-3034-BA8C-72A1082F4B5A}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:educational technology, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{noauthor_revman_nodate, title = {{RevMan}}, url = {https://training.cochrane.org/online-learning/core-software/revman}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7ZCC22V8 2405685:6QNKUV96 2486141:S4SDFRZH}, keywords = {\_Added-ailr-2024}, } @misc{lumivero_revolutionizing_2023, title = {Revolutionizing {Text} {Data} {Analysis} with {AI} {Autocoding} with {NVivo}}, url = {https://lumivero.com/resources/blog/revolutionizing-text-data-analysis-with-ai-autocoding-with-nvivo/}, abstract = {As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.}, language = {en-US}, urldate = {2024-01-20}, journal = {Lumivero}, author = {Lumivero}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EEGIN4JK 2405685:UNJD6IY6 2486141:PA4EZZ36}, } @techreport{unesco_rewired_2021, title = {Rewired {Global} {Declaration} on {Connectivity} for {Education}}, url = {https://en.unesco.org/futuresofeducation/sites/default/files/2021-12/Rewired%20Global%20Declaration%20on%20Connectivity%20for%20Education.pdf}, urldate = {2022-05-06}, author = {{UNESCO}}, month = dec, year = {2021}, } @misc{noauthor_rewired_nodate, title = {Rewired {Global} {Declaration} on {Connectivity} for {Education}.pdf}, url = {https://en.unesco.org/futuresofeducation/sites/default/files/2021-12/Rewired%20Global%20Declaration%20on%20Connectivity%20for%20Education.pdf}, urldate = {2022-05-06}, } @article{cormier_rhizomatic_2008, title = {Rhizomatic {Education}: {Community} as {Curriculum}}, volume = {4}, shorttitle = {Rhizomatic {Education}}, abstract = {The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. (Contains 4 exhibits.)}, journal = {Innovate: Journal of Online Education}, author = {Cormier, Dave}, month = jan, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:QPQFKWH7}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @book{marsh_rice_2020, title = {Rice husk ash as a supplementary cementitious material in {Interlocking} {Stabilised} {Soil} {Blocks} ({ISSB}): pilot study on an industrially sourced ash}, shorttitle = {Rice husk ash as a supplementary cementitious material in {Interlocking} {Stabilised} {Soil} {Blocks} ({ISSB})}, url = {https://www.researchgate.net/publication/344099866_Rice_husk_ash_as_a_supplementary_cementitious_material_in_Interlocking_Stabilised_Soil_Blocks_ISSB_pilot_study_on_an_industrially_sourced_ash}, abstract = {Interlocking Stabilised Soil Blocks (ISSB) are an emerging construction material in Uganda that offer a more sustainable, locally produced alternative to fired clay bricks. Rice husk waste is an under-utilised by-product from rice production in Uganda, and its ash offers potential for lowering the Portland cement requirement of ISSB whilst maintaining mechanical properties. As a prelude to laboratory testing of ash sources accompanied by on-site production and testing of ISSB, a pilot study was carried out to characterise an industrial source of ash. The recently developed R3 heat release test was used to determine ash reactivity. The physical and chemical characteristics of the ash indicate that the industrial combustion process used was sub-optimal. However, its heat release performance suggests it has sufficient pozzolanic reactivity to deserve consideration for use as a supplementary cementitious material in ISSB production.}, author = {Marsh, Alastair and Nambatya, Mauricia and Brett, Ed and Bernal, Susan}, month = sep, year = {2020}, } @inproceedings{hasler_rich-media_2007, title = {Rich-media web streaming}, copyright = {All rights reserved}, publisher = {ICTP-SDU, Trieste}, author = {Haßler, Björn}, year = {2007}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:IP4TH2E4}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{dube__rigor_2003, title = {Rigor in information systems positivist case research: current practices, trends, and recommendations}, volume = {27}, doi = {10.2307/30036550}, language = {en}, number = {4}, journal = {MIS Quarterly}, author = {Dube ́, L and Par‍‍‍é, G}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/30036550 2129771:UGFZEHPL 2486141:R4FQAMZM}, pages = {597--636}, } @techreport{secretary_of_education_of_guanajuato_rima_2021, title = {{RIMA} - {Recopilación} de información para la mejora de los aprendizajes: {Informe} de resultados evaluación de {Matemática} y {Español} {RIMA} 2020 y 2021 [{Results} report of the evaluation of {Mathematics} and {Spanish} {RIMA} 2020 and 2021]}, language = {es}, author = {{Secretary of Education of Guanajuato}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:7A7E5SPQ}, keywords = {Final\_citation}, } @techreport{secretary_of_education_of_guanajuato_rima_2021, title = {{RIMA} - {Recopilación} de información para la mejora de los aprendizajes: {Manual} del proceso (aplicación y devolución de resultados). [{RIMA} - {Collection} of information for improving learning: {Process} manual (application and return of results]}, language = {es}, author = {{Secretary of Education of Guanajuato}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:SZFXXKLQ}, keywords = {Final\_citation}, } @misc{noauthor_rise_nodate, title = {{RISE} in {Tanzania}: {Research} {Overview} ({Technical}) {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/publications/rise-tanzania-research-overview-technical}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BDU7I7YQ}, } @misc{noauthor_rise_nodate, title = {{RISE} in {Tanzania} - video interview with {Jacobus} {Cilliers} {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/blog/video-tanzania-interview-cilliers}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9GVJ3KC4}, } @misc{noauthor_rise_nodate, title = {{RISE} in {Tanzania} - video interview with {Kitila} {Mkumbo} {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/blog/video-tanzania-interview-mkumbo}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MK2AHDT2}, } @misc{noauthor_rise_nodate, title = {{RISE} on {COVID}-19 {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/covid-19}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6IL3YV7D}, } @misc{rising_academy_network_rising_2020, title = {Rising {Academies} - {Rising} {On} {Air}}, url = {http://www.risingacademies.com/on-air}, language = {EN}, urldate = {2020-04-08}, author = {Rising Academy Network}, month = apr, year = {2020}, note = {Library Catalog: www.risingacademies.com KerkoCite.ItemAlsoKnownAs: 2129771:5YNQTEA7 5YNQTEA7}, } @misc{noauthor_rising_nodate, title = {Rising {Academies} - {Rising} {On} {Air} ({Copy})}, url = {http://www.risingacademies.com/on-air}, language = {en-GB}, urldate = {2020-04-08}, journal = {Rising Academies}, note = {Library Catalog: www.risingacademies.com EdTechHub.ItemAlsoKnownAs: 2129771:T4F75QZN}, } @techreport{noauthor_rising_nodate, title = {Rising {Academy} {Network}}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:QNDBE2PC}, } @article{hartling_risk_2009, title = {Risk of bias versus quality assessment of randomised controlled trials: cross sectional study}, volume = {339}, language = {en}, number = {1}, journal = {British Medical Journal}, author = {Hartling, L. and Ospina, M. and Liang, Y.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:878TUXM2 2129771:TRBMBJPI 2405685:98CY3A45 2486141:LCID6Q5M}, keywords = {⛔ No DOI found}, pages = {1--6}, } @mastersthesis{alvim_roaparepositorio_2016, address = {Brazil}, title = {{ROAPA}–{Repositório} de {Objetos} de {Aprendizagem} para o ensino de pesca e aquicultura}, url = {https://tede.ufrrj.br/jspui/handle/jspui/2117}, abstract = {The use of technology in education has experienced a number of changes. The use of the computer as a learning tool promoter is a constant challenge for educators. The creation, classification and maintenance of digital materials with educational content are laborious but essential tasks for the good use of technologies of information and communication in education, in various levels of education. In this context, the work that follows is intended to propose the creation of a reference model for implementation of a Learning Object Repository (LOR) as well as outlining a production process of these objects and choosing a team based on roles and responsibilities modeled in the process. As methodological approach was made a literature review on the subject. Conceptual maps were used to support the planning of the repository model. For choosing the set of metadata used in the model was made a Systematic Review of Literature (SRL) and after these steps the initial software interface has been validated through a survey instrument using the Likert scale for evaluation of non-functional software requirements applied to a group of educators and students of the academic community of IFES Campus Piúma. It is expected that the model will serve as a subsidy for the implementation of a repository for use by technical courses of Aquaculture and Fisheries of aforementioned campus, allowing the search and use of digital educational materials for teachers and students, in a simply and efficiently way}, language = {Portuguese}, urldate = {2018-09-11}, school = {Universidade Federal Rural do Rio de Janeiro}, author = {Alvim, Silvio José Trindade and {others}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YRZYN2HP 2317526:STIJF73K}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CC:Brazil, CLL:pt, OER, publicImportV1}, } @misc{heatley_robotanalyst_nodate, type = {{XHTML}}, title = {{RobotAnalyst} ({National} {Centre} for {Text} {Mining} — {NaCTEM})}, url = {https://www.nactem.ac.uk/robotanalyst/}, abstract = {META-NET Project.}, language = {English}, urldate = {2024-01-20}, author = {Heatley, Louise M.}, note = {Publisher: NaCTeM KerkoCite.ItemAlsoKnownAs: 2129771:J2RY7ZSC 2405685:6DN6YSEY 2486141:UCPUUNS5}, } @article{akogun_robotic_2011, title = {Robotic {Health} {Assistant} ({Feverkit}) for the {Rational} {Management} of fevers among nomads in {Nigeria}. {Nurs} {Leadersh} ({Tor} {Ont}}, volume = {24}, language = {en}, number = {2}, journal = {May}, author = {Akogun, Oladele B}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AIJGZDS9 2129771:B3A6FANR 2129771:Z5LS96M3 2486141:7WTFYTXB 2486141:RVV59XS6}, keywords = {⛔ No DOI found}, pages = {58--67}, } @misc{noauthor_robotreviewer_nodate, title = {{RobotReviewer}}, url = {https://www.robotreviewer.net}, language = {en-US}, urldate = {2024-01-20}, journal = {RobotReviewer}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YY3FI9J6 2405685:GTJHXKUH 2486141:LVF8M9UA}, keywords = {\_Added-ailr-2024}, } @article{marshall_robotreviewer_2015, title = {{RobotReviewer}: evaluation of a system for automatically assessing bias in clinical trials}, volume = {23}, doi = {10.1093/jamia/ocv044}, language = {en}, number = {1}, journal = {Journal of the American Medical Informatics Association}, author = {Marshall, I.J. and Kuiper, J and Wallace, B.C.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jamia/ocv044 2129771:2JLW2AIH 2129771:I59LXTTH 2405685:TC54HZAF 2486141:BS2JKIXZ}, keywords = {\_Added-ailr-2024}, pages = {193--201}, } @techreport{walji_roer4d_2018, title = {{ROER4D} {Project} {Activity} {Toolkit} - {Communication}}, url = {https://zenodo.org/record/1221329}, abstract = {The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by central Network Hub teams based at the University of Cape Town and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy.}, language = {eng}, urldate = {2018-07-19}, institution = {Research on Open Educational Resources for Development project}, author = {Walji, Sukaina}, month = jun, year = {2018}, doi = {10.5281/zenodo.1221329}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221329 2129771:VJWFJD64 2486141:GLHZ28A8 503888:XDQBBSZ4}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed, global south, oer, open educational resources, open research, research communication, roer4d, utilization-focused evaluation}, } @techreport{willmers_roer4d_2018, title = {{ROER4D} {Project} {Activity} {Toolkit} - {Curation} and dissemination}, url = {https://zenodo.org/record/1221327}, abstract = {The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination (C\&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C\&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C\&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative.}, language = {eng}, urldate = {2018-07-19}, institution = {Research on Open Educational Resources for Development project}, author = {Willmers, Michelle and King, Thomas}, month = jun, year = {2018}, doi = {10.5281/zenodo.1221327}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221327 2129771:9574IXY3 2486141:686C98WP 503888:ZFQ4LGWV}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, Global South, ROER4D, curation, dissemination, eCubed, open licensing}, } @techreport{goodier_roer4d_2018, title = {{ROER4D} {Project} {Activity} {Toolkit} - {Evaluation}}, url = {https://zenodo.org/record/1221325}, abstract = {The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the evaluation activity which took place within the ROER4D project. Using a Utilization-Focused Evaluation (UFE) framework as a scaffold, it outlines and reflects on what evaluation activity was undertaken in the ROER4D project against the 12-step UFE process, why this was done and what was learned from the process. It also offers recommendations for other Global South, large-scale networked projects that may wish to implement an internal, use-focused evaluation process.}, language = {eng}, urldate = {2018-07-19}, institution = {Research on Open Educational Resources for Development project}, author = {Goodier, Sarah}, month = jun, year = {2018}, doi = {10.5281/zenodo.1221325}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221325 2129771:2FLWIJ9S 2486141:Q726NU8K 503888:43U7EL6U}, keywords = {Adoption and Impact of OER in the Global South, CitedIn:eCubed, Done:ReferenceFixed, Evaluation, Global South, OEP, OER, Open Educational Resources, Utilization-Focused Evaluation, eCubed}, } @techreport{goodier_roer4d_2018, title = {{ROER4D} {Project} {Activity} {Toolkit} - {Networking}}, url = {https://zenodo.org/record/1221323}, abstract = {The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the networking activities conducted within the ROER4D project. It explores the concept of networking in the ROER4D project context, outlines the project approach towards visualising and analysing the project network, identifies useful tools for network visualisation and offers insights into lessons learned. Overall, it highlights the value of positioning the networking function as a specific project objective in order to better engage current and prospective researchers, educators, publishers, other research projects, advocates and policy-makers.}, language = {eng}, urldate = {2018-07-19}, institution = {Research on Open Educational Resources for Development project}, author = {Goodier, Sarah and Hodgkinson-Williams, Cheryl}, month = jun, year = {2018}, doi = {10.5281/zenodo.1221323}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221323 2129771:ADMGXGQT 2486141:724X92QM 503888:9BNBXEQM}, keywords = {Adoption and Impact of OER in the Global South, CitedIn:eCubed, Done:ReferenceFixed, Global South, Networking, OEP, OER, Open Educational Resources, eCubed}, } @techreport{trotter_roer4d_2018, title = {{ROER4D} {Project} {Activity} {Toolkit} - {Research} {Capacity} {Development}}, url = {https://zenodo.org/record/1221331}, abstract = {The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams based at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work.}, language = {eng}, urldate = {2018-07-19}, institution = {Research on Open Educational Resources for Development project}, author = {Trotter, Henry and Hodgkinson-Williams, Cheryl and Willmers, Michelle}, month = jun, year = {2018}, doi = {10.5281/zenodo.1221331}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221331 2129771:JFS4GFV7 2486141:JJGDCU6U 503888:3YAPZ9VK}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, Global South, OER, Open Educational Resources, ROER4D, concept clarification, developmental editing, eCubed, question harmonisation, research capacity development}, } @article{dhamija_role_2020, title = {Role of artificial intelligence in operations environment: a review and bibliometric analysis}, volume = {32}, shorttitle = {Role of artificial intelligence in operations environment}, url = {https://www.emerald.com/insight/content/doi/10.1108/TQM-10-2019-0243/full/html}, doi = {10.1108/TQM-10-2019-0243}, number = {4}, urldate = {2024-02-24}, journal = {The TQM Journal}, author = {Dhamija, Pavitra and Bag, Surajit}, year = {2020}, note = {Publisher: Emerald Publishing Limited}, pages = {869--896}, } @article{vallejo_role_2016, title = {Role of dark matter haloes on the predictability of computed orbits}, volume = {595}, doi = {10.1051/0004-6361/201629206}, journal = {Astronomy \& Astrophysics}, author = {Vallejo, Juan C. and Sanjuan, Miguel AF}, year = {2016}, note = {Publisher: EDP Sciences KerkoCite.ItemAlsoKnownAs: 10.1051/0004-6361/201629206 2129771:Z9JW7WAY}, keywords = {\_\_C:filed:1}, pages = {A68}, } @misc{nigerias_entreprise_institutions_and_education_role_2019, title = {Role of {IEIs}}, url = {http://www.innovationenterpriseinstitutes.com/role.php}, urldate = {2020-08-05}, author = {Nigeria's Entreprise Institutions {and} Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z477VLHR}, } @article{akogun_role_2010, title = {Role of {Rapid} {Diagnostic} test ({RDT}) for malaria in the community management of under-five febrile illnesses in northeastern {Nigeria}}, language = {en}, journal = {Analysis and presentation of study results}, author = {Akogun, Oladele B and Adesina, Adedoyin}, year = {2010}, note = {Place: Geneva, Switzerland KerkoCite.ItemAlsoKnownAs: 2129771:A73XELMK 2129771:GZXANU22 2486141:R2SUCQ27}, keywords = {⛔ No DOI found}, } @article{gowon_kerter_eric_role_2019, title = {Role of {Technical} {Teachers} in {Public} {Relations} towards {Optimizing} {Students}’ {Enrollment} in {Technical} and {Vocational} {Education} {Training} in {Nigeria}}, doi = {10.23918/ijsses.v5i4p140}, abstract = {This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.}, journal = {International Journal of Social Sciences \& Educational Studies}, author = {{Gowon Kerter Eric} and {Auta Mohammed Adamu} and {Ibeneme Ogochukwu}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V}, } @article{baxter_roles_2014, title = {Roles and student identities in online large course forums: {Implications} for practice}, volume = {15}, issn = {1492-3831}, shorttitle = {Roles and student identities in online large course forums}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1593}, doi = {10.19173/irrodl.v15i1.1593}, abstract = {The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Baxter, Jacqueline Aundree and Haycock, Jo}, month = jan, year = {2014}, note = {shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2129771:8N92DBJR 2405685:ZWM6856B}, keywords = {C: United Kingdom, e-learning, higher education, online forums, online identities, online learning}, } @article{noauthor_roll_2017, title = {Roll {Call}: {Getting} {Children} {Into} {School}}, url = {https://www.povertyactionlab.org/sites/default/files/publication/roll-call-getting-children-into-school.pdf}, abstract = {Individual Evaluations Cited Abdul Latif Jameel Poverty Action Lab (JPAL)}, journal = {Policy Bulletin}, year = {2017}, } @techreport{j-pal_roll_2017, type = {Bulletin}, title = {Roll {Call}: {Getting} {Children} into {School}}, shorttitle = {Roll {Call}}, author = {{J-PAL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:49Z7QGQR}, keywords = {⛔ No DOI found}, } @techreport{adam_rolling_2020, title = {Rolling {Out} a {National} {Virtual} {Learning} {Environment}}, language = {EN}, institution = {EdTech Hub}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ}, keywords = {Final\_citation, existing}, } @techreport{adam_rolling_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Rolling out a national virtual learning environment}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/MG4TM5B3}, language = {EN}, number = {22}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3406132}, note = {EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, F: Helpdesk response, H:Online learning, LP: English, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{megha-bongnkar_rolling_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {Rolling out a national virtual learning environment}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {3}, institution = {Open Development \& Education}, author = {Megha-Bongnkar, Ghislaine and McBurnie, Chris and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0204}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0204 2129771:D6HWERM2}, keywords = {Author:OpenDevEd, \_\_\_duplicate\_item}, } @incollection{valera_terreros_roof_2020, title = {Roof {Lighting} with {Recycled} {Plastic} {Bottles}}, language = {en}, booktitle = {Energy {Efficiency} and {Sustainable} {Lighting}}, publisher = {IntechOpen}, author = {Valera Terreros, Nancy and Espinoza Díaz, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z3ENVD2R 2486141:2BKQ8H7K}, } @techreport{research_technical_assistance_center_rtac_2022, address = {Washington, DC}, type = {Research {Translation} {Toolkit}}, title = {{RTAC} {4C3A} {Factsheet}}, institution = {Research Technical Assistance Center}, author = {{Research Technical Assistance Center}}, year = {2022}, note = {NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:L8Z8J8W3}, } @techreport{research_technical_assistance_center_rtac_2022, address = {Washington, DC}, type = {Research {Translation} {Toolkit}}, title = {{RTAC} {Communication} {Products}}, institution = {Research Technical Assistance Center}, author = {{Research Technical Assistance Center}}, year = {2022}, note = {NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:FN9GPIAU}, } @techreport{research_technical_assistance_center_rtac_2022, address = {Washington, DC}, type = {Research {Translation} {Toolkit}}, title = {{RTAC} {Plan}}, institution = {Research Technical Assistance Center}, author = {{Research Technical Assistance Center}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8BA9MTCQ 2129771:KLUU32K6}, keywords = {⛔ No DOI found}, } @techreport{research_technical_assistance_center_rtac_2022, address = {Washington, DC}, type = {Research {Translation} {Toolkit}}, title = {{RTAC} {Stakeholder} {Analysis}}, institution = {Research Technical Assistance Center}, author = {{Research Technical Assistance Center}}, year = {2022}, note = {NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:BAC2W33S}, } @techreport{research_technical_assistance_center_rtac_2022, address = {Washington, DC}, type = {Research {Translation} {Toolkit}}, title = {{RTAC} {Toolkit}: {Troubleshooting} {Guide}}, institution = {Research Technical Assistance Center}, author = {{Research Technical Assistance Center}}, year = {2022}, note = {NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:XAXC3LKA}, } @book{hadfield_rules_2020, address = {Oxford, New York}, title = {Rules for a {Flat} {World}}, isbn = {978-0-19-093182-7}, abstract = {Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.}, publisher = {Oxford University Press}, author = {Hadfield, Gillian K.}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N6MZ69HA}, } @article{penuel_running_nodate, title = {Running {Head}: {DISTRICT} {PARTNERSHIP} {TO} {IMPROVE} {ASSESSMENT}}, abstract = {This chapter describes an approach to supporting and investigating teacher learning of formative assessment in middle school Earth science. The approach illustrates a framework for conducting research on and supporting instructional improvement at scale in partnership with school districts. In the project, researchers worked in partnership with teachers and leaders in a large urban district to design and test classroom assessment resources intended to improve the efficacy of district-adopted curriculum materials. The project tested the value the resources add to the curriculum in a small-scale, quasi-experimental field trial. This chapter highlights both the potential and challenges of research-practice partnerships for promoting district-wide improvements to classroom assessment, highlighting the ways the partnership supported efforts to create vertical, horizontal, and developmental coherence to a district’s assessment system.}, language = {en}, author = {Penuel, William R and DeBarger, Angela Haydel}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S7AF4SMT}, keywords = {⛔ No DOI found}, } @misc{noauthor_runnio_2023, title = {runnio}, url = {https://github.com/OpenDevEd/runnio}, abstract = {API access to runn.io}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, month = aug, year = {2023}, note = {original-date: 2023-08-24T10:24:42Z}, } @book{chambers_rural_2014, title = {Rural development: {Putting} the last first}, shorttitle = {Rural development}, publisher = {Routledge}, author = {Chambers, Robert}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VJUWRBSI}, } @techreport{trucano_saber-ict_2016, address = {Washington, DC}, type = {Technology \& {Innovation}: {SABER}-{ICT} {Technical} {Paper} {Series}}, title = {{SABER}-{ICT} {Framework} {Paper} for {Policy} {Analysis} : {Documenting} {National} {Educational} {Technology} {Policies} {Around} the {World} and {Their} {Evolution} over {Time}.}, copyright = {CC BY 3.0 IGO}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y}, abstract = {The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.}, number = {1}, urldate = {2019-02-14}, institution = {World Bank Education}, author = {Trucano, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y5QYSW6Y 2292090:9429UDZY}, } @article{tudunwada_safe_2004, title = {Safe {Handling} of {Agricultural} {Chemicals}: {An} {Introductory} {Manual} for {Agricultural} {Extension} {Workers}}, language = {en}, journal = {ISBN}, author = {Tudunwada, I.Y.}, year = {2004}, note = {Publisher: Gidan Dabino Publishers Limited Kano}, keywords = {⛔ No DOI found}, pages = {978 -- 37416 -- 1 --6,}, } @techreport{biscette_safe_2022, title = {Safe {Schools} course: {Assessment} materials for modules 1, 2, and 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/Q7INVXH7}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Biscette, Clendon and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1056}, note = {ZenodoArchiveID: 10277852 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1056 ZenodoArchiveConcept: 10277851}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{biscette_safe_2022, title = {Safe {Schools} course. {Module} 1: {Creating} safer schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/5N9MXVAE}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Biscette, Clendon and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1053}, note = {ZenodoArchiveID: 10277844 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1053 ZenodoArchiveConcept: 10277843}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{biscette_safe_2022, title = {Safe {Schools} course. {Module} 2: {Managing} emergencies in safe schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/755ED34I}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Biscette, Clendon and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1054}, note = {ZenodoArchiveID: 10277848 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1054 ZenodoArchiveConcept: 10277847}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{biscette_safe_2022, title = {Safe {Schools} course. {Module} 3: {Education} continuity and disaster resilient education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/7RFWV34J}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Biscette, Clendon and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1055}, note = {ZenodoArchiveID: 10277850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1055 ZenodoArchiveConcept: 10277849}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @article{bhutoria_sai_2022, title = {{SAI} {International} {School}: {In} {Pursuit} of {Academic} {Happiness}}, shorttitle = {{SAI} {International} {School}}, author = {Bhutoria, Aditi and Mukhopadhyay, Bhaswati}, year = {2022}, note = {Publisher: Indian Institute of Management Calcutta Case Research Center}, keywords = {⛔ No DOI found}, } @misc{sheldon_saint_2020, type = {Text}, title = {Saint {Lucia}}, url = {https://education.stateuniversity.com/pages/1294/Saint-Lucia.html}, language = {en}, urldate = {2020-11-09}, journal = {stateuniversity.com}, author = {Sheldon, AnnaMarie L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DKD22AH8 2486141:46UJI5WP}, } @techreport{moeigrsd_saint_2019, title = {{SAINT} {LUCIA} {Voluntary} {National} {Review} {Report} on the implementation of the 2030 {Agenda} for {Sustainable} {Development}}, url = {https://sustainabledevelopment.un.org/content/documents/23570SAINT_LUCIA_VNR_REPORT_JUNE_2019.pdf}, urldate = {2020-11-09}, institution = {Ministry of Education, Innovation, Gender Relations and Sustainable Development}, author = {MoEIGRSD}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HWZ6H9LU 2486141:Z7TNLJT8}, } @techreport{edtech_hub_sandbox_2022, title = {Sandbox {Handbook} {V}.2.0}, language = {en}, institution = {EdTech Hub}, author = {EdTech Hub}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4426965:DK6N5CLX 4804264:IJCFJPQF}, keywords = {Final\_citation, cited, existing}, } @techreport{edtech_hub_sandbox_2022, title = {Sandbox {Handbook} {V}.2.0}, language = {en}, institution = {EdTech Hub}, author = {EdTech Hub}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YH3QMK5Y 4426965:DK6N5CLX}, } @article{benshaul-tolonen_sanitary_2021, title = {Sanitary products, absenteeism and psychosocial well-being: {Evidence} from a three-arm cluster randomized controlled feasibility study in {Western} {Kenya}}, shorttitle = {Sanitary products, absenteeism and psychosocial well-being}, journal = {Columbia Center for Development Economics and Policy}, author = {Benshaul-Tolonen, Anja and Zulaika, Garazi and Nyothach, Elizabeth and Odour, Clifford and Mason, Linda and Obor, David and Alexander, Kelly T. and Laserson, Kayla F. and Phillips-Howard, Penelope A.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WWME5LQ4}, keywords = {⛔ No DOI found}, } @article{wc_save_2020, title = {{SAVE} {THE} {CHILDREN} {INTERNATIONAL}}, abstract = {An estimated 99\% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.}, language = {en}, author = {Wc, London}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JSPRMIFS}, keywords = {⛔ No DOI found}, pages = {47}, } @techreport{boisvert_save_2017, address = {Geneva}, type = {Case {Study} {Report}}, title = {Save the {Children} {Sierra} {Leone}}, url = {https://inee.org/system/files/resources/AEWG-Case-Study-Report-Sierra-Leone-Save-the-Children.pdf}, language = {English}, urldate = {2020-11-26}, institution = {UNHCR Accelerated Education Working Group}, author = {Boisvert, Kayla}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SYFNBF3N 2486141:2FEGXPYI}, keywords = {\_Added to LR, \_C:Sierra Leone SLE, \_T:reviewed}, } @misc{omidyar_network_scaling_2019, title = {Scaling {Access} \& {Impact} {Realizing} the {Power} of {EdTech}}, url = {https://assets.imaginablefutures.com/media/documents/ON_Scaling_Access__Impact_2019_85x11_Online.pdf}, urldate = {2022-10-12}, author = {Omidyar Network}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CRY9ZRYX}, keywords = {Final\_citation, existing}, } @misc{noauthor_scaling_nodate, title = {Scaling {AI} to map every school on the planet — {Development} {Seed}}, url = {https://developmentseed.org/blog/2021-03-18-ai-enabling-school-mapping}, abstract = {See our planet better.}, language = {en}, urldate = {2021-05-08}, } @article{gibbs_scaling_2021, title = {Scaling and ‘systems thinking’ in education: reflections from {UK} aid professionals}, volume = {51}, issn = {0305-7925}, shorttitle = {Scaling and ‘systems thinking’ in education}, url = {https://doi.org/10.1080/03057925.2020.1784552}, doi = {10.1080/03057925.2020.1784552}, number = {1}, urldate = {2022-11-18}, journal = {Compare: A Journal of Comparative and International Education}, author = {Gibbs, Emma and Jones, Charlotte and Atkinson, Jess and Attfield, Ian and Bronwin, Rona and Hinton, Rachel and Potter, Amy and Savage, Laura}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1784552}, pages = {137--156}, } @book{mclean_scaling_nodate, title = {Scaling {Impact}; {Innovation} for the {Public} {Good}}, author = {McLean, Robert and Gargani, John}, keywords = {⛔ No DOI found}, } @article{ruiz-calleja_scaling_2019, title = {Scaling {Learning} {Analytics} up to the national level: the experience from {Estonia} and {Uruguay}}, abstract = {This paper analyzes the key aspects in the implementation of national-level LA and the limitations that current initiatives present. With this purpose, we present a multiple case study that describes six national-level LA projects in Uruguay and Estonia. By means of a data value chain, we synthesize the steps followed by the LA projects to extract meaning out of data and discusses the main issues related to scaling up LA. We found out that these LA projects are driven by political and not so much by educational- aspects. We also saw that integrating personal data from different educational institutions is a key step in these projects, which entails technical, legal and administrative issues. We also see a big potential in national-level LA to provide a macro perspective that supports teachers, students, parents or school leaders to take evidence-based decisions.}, language = {en}, author = {Ruiz-Calleja, Adolfo and Garcıa, Sofıa and Tammets, Kairit and Aguerrebere, Cecilia and Ley, Tobias}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:XXJNYITR}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{kalibwani_scaling_2021, title = {Scaling {Smallholder} {Farmer} {Empowerment}: {Lessons} from the {Lifelong} {Learning} {Program} in {Uganda}}, volume = {8}, copyright = {Copyright (c) 2021 Rebecca Kalibwani, Medard Kakuru, Alexis Carr, Moses Tenywa}, issn = {2311-1550}, shorttitle = {Scaling {Smallholder} {Farmer} {Empowerment}}, url = {https://jl4d.org/index.php/ejl4d/article/view/501}, abstract = {An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kalibwani, Rebecca and Kakuru, Medard and Carr, Alexis and Tenywa, Moses}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P}, keywords = {Empowerment, Lifelong learning for farmers, Propensity Score Matching, Uganda, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {431--447}, } @article{helia_molina_milman_scaling_2018, title = {Scaling up an early childhood development programme through a national multisectoral approach to social protection: lessons from {Chile} {Crece} {Contigo}}, url = {https://www-bmj-com.proxy.library.upenn.edu/content/363/bmj.k4513}, doi = {10.1136/bmj.k4513}, journal = {The BMJ}, author = {{Helia Molina Milman}}, year = {2018}, } @article{kizilcec_scaling_2020, title = {Scaling up behavioral science interventions in online education}, volume = {117}, issn = {0027-8424, 1091-6490}, url = {https://pnas.org/doi/full/10.1073/pnas.1921417117}, doi = {10.1073/pnas.1921417117}, abstract = {Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.}, language = {en}, number = {26}, urldate = {2023-01-15}, journal = {Proceedings of the National Academy of Sciences}, author = {Kizilcec, René F. and Reich, Justin and Yeomans, Michael and Dann, Christoph and Brunskill, Emma and Lopez, Glenn and Turkay, Selen and Williams, Joseph Jay and Tingley, Dustin}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1921417117 2129771:VYTZ8HG4 4426965:MHN92VAU}, pages = {14900--14905}, } @techreport{robinson_scaling_nodate, title = {Scaling up {Quality} {Education} in {Developing} {Countries}}, abstract = {Around the world, countries are grappling with how to scale quality education for their children and youth. Quality education is at the center of a nation’s progress, and it is also enshrined in the United Nations Sustainable Development Goals, which 193 countries have recently committed to support. While the spread of schooling over the past 150 years is one of the most widely successful “going to scale” stories, this expansion too often has been met with little mastery of core academic content and higher-order thinking skills.}, language = {en}, author = {Robinson, Jenny Perlman and Winthrop, Rebecca}, keywords = {⛔ No DOI found}, } @article{piper_scaling_2018, title = {Scaling {Up} {Successfully}: {Lessons} from {Kenya}’s {Tusome} {National} {Literacy} {Program}.}, volume = {19}, url = {https://doi.org/10.1007/s10833-0189325-4}, doi = {10.1007/s10833-018-9325-4}, journal = {Journal of Educational Change}, author = {Piper, B. and Destefano, J. and Kinyanjui, E.M.}, year = {2018}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2022-12-16}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 4804264:36C342RX}, keywords = {Evaluation, Final\_citation, Implementation, Literacy, National, Reading, Reform, Systems, cited, existing}, pages = {293--321}, } @misc{noauthor_scanlitt_nodate, title = {Scanlitt}, url = {https://www.scanlitt.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LY9825UK 2405685:YZQGALKW 2486141:H8XKDR8R}, keywords = {\_Added-ailr-2024}, } @misc{kssnvyb7y66y_scholarcy_nodate, title = {Scholarcy ({Online} {Summarizing} {Tool} {\textbar} {Flashcard} {Generator} \& {Summarizer})}, url = {https://www.scholarcy.com/}, abstract = {Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free \& start summarizing}, language = {en-GB}, urldate = {2024-01-19}, journal = {Scholarcy {\textbar} The long-form article summariser}, author = {{kssNvYB7y66y}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KG3ZPC57 2405685:KM9HAZFV 2486141:PB3S96U3}, } @misc{noauthor_scholarcy_nodate, title = {Scholarcy {Summarizer} {Review}: {Pricing}, {Features}, \& {More}}, shorttitle = {Scholarcy {Summarizer} {Review}}, url = {https://www.notta.ai/en/blog/scholarcy-summarizer}, abstract = {Ultimate Scholarcy summarizer review. 1. Working process 2. Pricing and plan 3. Technical details 4. Features and functionalities 5. Security and customer support 6. Pros and cons.}, language = {en}, urldate = {2024-01-22}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NEB6HIRS 2405685:CV5UBIAF 2486141:998RGA65}, } @techreport{warwocki_school_2023, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {School: a second home for the children}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/NW5NJAGB}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {4}, institution = {Open Development \& Education}, author = {Warwocki, Pawel}, month = jun, year = {2023}, doi = {10.53832/opendeved.1037}, note = {ZenodoArchiveID: 10257503 ZenodoArchiveConcept: 10257502 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1037 2129771:NW5NJAGB}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{hopkins_school_2014, title = {School and system improvement: {A} narrative state-of-the-art review}, volume = {25}, shorttitle = {School and system improvement}, doi = {10.1080/09243453.2014.885452}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Hopkins, David and Stringfield, Sam and Harris, Alma and Stoll, Louise and Mackay, Tony}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2014.885452 10/gfj8f3 2129771:AJDJ2C98 261495:348Z97QL}, pages = {257--281}, } @inproceedings{kadzamira_school-based_1997, address = {Lilongwe, Malawi}, title = {School-{Based} {Attempts} to {Reduce} the {Gender} gap in {Mathematics} {Performance} {Through} {Gender} {Streaming}, {Centre} for {Educational} {Research} and {Training}}, language = {en}, booktitle = {Africa {Regional} {GASAT} {Conference}}, author = {Kadzamira, E.C.}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LAFLBV2P 4752638:5YN6D3IJ 4752638:62ZSASQT 4752638:ZFAFRGVV}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{mhakure_school-based_2019, title = {School-based mathematics teacher professional learning: {A} theoretical position on the lesson study approach}, volume = {39}, doi = {10.15700/saje.v39ns1a1754}, journal = {South African Journal of Education}, author = {Mhakure, Duncan}, year = {2019}, note = {ISBN: 2076-3433}, } @article{burns_school-based_2017, title = {School-based physical activity interventions and physical activity enjoyment: {A} meta-analysis}, volume = {103}, issn = {0091-7435}, shorttitle = {School-based physical activity interventions and physical activity enjoyment}, url = {https://www.sciencedirect.com/science/article/pii/S0091743517302980}, doi = {10.1016/j.ypmed.2017.08.011}, abstract = {The purpose of this meta-analysis was to examine the effectiveness of school-based physical activity interventions on increasing students' physical activity enjoyment. An internet search with several databases using the keywords “Adolescents”, “Children”, “Enjoyment”, “Physical Activity”, and “Schools” was performed yielding over 200 published studies. Studies were eliminated based on the lack of experimental manipulation (i.e., non-intervention studies), no assessment of physical activity enjoyment as an outcome variable, a lack of a control or comparison group, and no reporting of the effect estimate's variability (i.e., standard deviation, standard error, etc.). This procedure resulted in 10 studies being examined in the meta-analysis. Data were analyzed in the state of Utah, USA in 2017. The Hartung-Knapp-Sidak-Jonkman method for a random effects meta-analysis was employed with studies being weighted by inverse variance. The pooled Standardized Mean Difference=0.38 (95\% C.I. [0.10–0.65], p=0.011). Cochran's Q test showed statistical significance (p{\textless}0.001) and the I2=76.6\%, suggesting large heterogeneity across the 10 studies. Egger's regression model yielded an intercept coefficient that was statistically significant (bias=3.28, 95\% C.I. [0.21–6.36], p=0.039), indicating the presence of small-study effects. This meta-analysis provides evidence that school-based physical activity interventions can be effective in increasing physical activity enjoyment in children and adolescents. However, the magnitude of the pooled effect was small-to-moderate and there was evidence for publication bias and large between-study heterogeneity.}, urldate = {2023-11-02}, journal = {Preventive Medicine}, author = {Burns, Ryan D. and Fu, You and Podlog, Leslie W.}, month = oct, year = {2017}, keywords = {Adolescent, Child, Exercise, Meta-analysis, Schools}, pages = {84--90}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, url = {http://dx.doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Iran IRN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {1--20}, } @article{muleya_school_2020, title = {School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in {Zambia}.}, url = {http://dspace.unza.zm/handle/123456789/6933}, urldate = {2023-12-05}, author = {Muleya, Gistered and Kapembwa, Ruth and Simuyaba, Eunifridah and Njobvu, Tommy and Simui, Francis}, year = {2020}, note = {Publisher: International Journal of Education and Research Vol. 8 No. 12}, keywords = {⛔ No DOI found}, } @article{moon_school-based_2007, title = {School-based teacher development in {Sub}-{Saharan} {Africa}: building a new research agenda}, volume = {18}, issn = {0958-5176}, shorttitle = {School-based teacher development in {Sub}-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/09585170701590007}, doi = {10.1080/09585170701590007}, abstract = {This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.}, number = {3}, urldate = {2016-03-28}, journal = {The Curriculum Journal}, author = {Moon, Bob}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2129771:CZ2RVZ64 261495:5HIE35B3}, pages = {355--371}, } @incollection{hardman_school-based_2017, address = {New York : Routledge, 2017.}, edition = {1}, title = {School-{Based} {Teacher} {Professional} {Development} in {East} {Africa}: {Emerging} {Lessons} from {Kenya} and {Tanzania}}, isbn = {978-1-315-71006-8}, url = {https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34}, abstract = {This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.}, language = {en}, urldate = {2020-10-20}, booktitle = {International {Handbook} of {Teacher} {Quality} and {Policy}}, publisher = {Routledge}, author = {Hardman, Jan}, editor = {Akiba, Motoko and LeTendre, Gerald K.}, month = sep, year = {2017}, doi = {10.4324/9781315710068-34}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Finland FIN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Senegal SEN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {517--527}, } @mastersthesis{toyinbo_school_2018, title = {School buildings and indoor environmental quality in {Nigerian} elementary schools and their potential health effects on students}, school = {Itä-Suomen yliopisto}, author = {Toyinbo, Oluyemi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4KZHYNXS 4682641:5F54ZTDJ 4682641:L466LHM6}, keywords = {BE:LMIC, BE:RELEVANT}, } @article{ellegood_school_2020, title = {School bus routing problem: {Contemporary} trends and research directions}, volume = {95}, issn = {0305-0483}, shorttitle = {School bus routing problem}, url = {https://www.sciencedirect.com/science/article/pii/S0305048318305127}, doi = {10.1016/j.omega.2019.03.014}, abstract = {The school bus routing problem (SBRP) is a challenging operations research problem that has been studied by researchers for almost 50 years. SBRP publications address one or more operational sub-problems, including: bus stop selection, bus route generation, bus route scheduling, school bell time adjustment, and strategic transportation policy issues. This paper reviews 64 new SBRP research publications and analyzes them by sub-problem type, problem characteristics and solution approach. The impact of key SBRP characteristics (number of schools, mixed load, fleet mix, service environment, objective and constraints) are discussed and the different solution approaches to the SBRP are summarized by sub-problem type and methodology. We found in recent years, SBRP researchers are examining more complex real-world problem settings, adopting both evolutionary-based and trajectory-based metaheuristic solution approaches, and considering ridership and travel time uncertainty. This review documents recent trends in SBRP research and highlights research gaps and promising opportunities for future SBRP research.}, language = {en}, urldate = {2022-04-18}, journal = {Omega}, author = {Ellegood, William A. and Solomon, Stanislaus and North, Jeremy and Campbell, James F.}, month = sep, year = {2020}, pages = {102056}, } @article{yoon_school_2020, title = {School {Choice} and the {Polarization} of {Public} {Schools} in {A} {Global} {City}: {A} {Bourdieusian} {GIS} {Approach}}, volume = {95}, issn = {0161-956X}, shorttitle = {School {Choice} and the {Polarization} of {Public} {Schools} in {A} {Global} {City}}, url = {https://doi.org/10.1080/0161956X.2020.1776071}, doi = {10.1080/0161956X.2020.1776071}, abstract = {Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20\% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.}, number = {3}, urldate = {2022-04-18}, journal = {Peabody Journal of Education}, author = {Yoon, Ee-Seul and Marmureanu, Cosmin and Brown, Robert S.}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/0161956X.2020.1776071}, pages = {229--247}, } @inproceedings{ivaniushina_school_2018, address = {Cham}, series = {Communications in {Computer} and {Information} {Science}}, title = {School {Choice}: {Digital} {Prints} and {Network} {Analysis}}, isbn = {978-3-030-02843-5}, shorttitle = {School {Choice}}, doi = {10.1007/978-3-030-02843-5_33}, abstract = {We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.}, language = {en}, booktitle = {Digital {Transformation} and {Global} {Society}}, publisher = {Springer International Publishing}, author = {Ivaniushina, Valeria and Williams, Elena}, editor = {Alexandrov, Daniel A. and Boukhanovsky, Alexander V. and Chugunov, Andrei V. and Kabanov, Yury and Koltsova, Olessia}, year = {2018}, keywords = {Digital prints, Network analysis, School choice, \_C:Germany DEU, \_C:Russian Federation RUS, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {417--426}, } @article{mayurasakorn_school_2020, title = {School closure, {COVID}-19 and lunch programme: {Unprecedented} undernutrition crisis in low-middle income countries}, volume = {56}, copyright = {© 2020 Paediatrics and Child Health Division (The Royal Australasian College of Physicians)}, issn = {1440-1754}, shorttitle = {School closure, {COVID}-19 and lunch programme}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jpc.15018}, doi = {10.1111/jpc.15018}, abstract = {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.}, language = {en}, number = {7}, urldate = {2020-08-12}, journal = {Journal of Paediatrics and Child Health}, author = {Mayurasakorn, Korapat and Pinsawas, Bonggochpass and Mongkolsucharitkul, Pichanun and Sranacharoenpong, Kitti and Damapong, Sa-nga}, year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpc.15018 KerkoCite.ItemAlsoKnownAs: 10.1111/jpc.15018 2129771:UEMIK445}, keywords = {\_\_C:filed:1}, pages = {1013--1017}, } @article{kneale_school_2020, title = {School closure in response to epidemic outbreaks: {Systems}-based logic model of downstream impacts [version 1; peer review: awaiting peer review]}, volume = {9}, copyright = {open}, shorttitle = {School closure in response to epidemic outbreaks}, url = {https://doi.org/10.12688/f1000research.23631.1}, doi = {10.12688/f1000research.23631.1}, abstract = {Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.}, language = {eng}, urldate = {2020-08-12}, journal = {F1000Research}, author = {Kneale, D. and O'Mara-Eves, A. and Rees, R. and Thomas, J.}, month = may, year = {2020}, note = {Publisher: F1000 Research Ltd KerkoCite.ItemAlsoKnownAs: 10.12688/f1000research.23631.1 2129771:EKEMB9T5}, keywords = {\_\_C:filed:1}, pages = {352--352}, } @misc{noauthor_school_2019, title = {School clusters and teacher resource centres}, url = {http://www.iiep.unesco.org/en/publication/school-clusters-and-teacher-resource-centres}, abstract = {In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.}, language = {en}, urldate = {2021-03-15}, journal = {IIEP-UNESCO}, month = nov, year = {2019}, } @article{meyers_school_2020, title = {School counseling in the time of the coronavirus}, url = {https://ct.counseling.org/2020/09/school-counseling-in-the-time-of-the-coronavirus/#}, urldate = {2021-03-21}, journal = {Counseling Today}, author = {Meyers, Laurie}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YXXATP3J 2486141:MEKSDBHQ}, } @misc{boudreau_school_2020, type = {Text}, title = {School {Counselors} and {COVID}-19}, url = {https://www.gse.harvard.edu/news/uk/20/09/school-counselors-and-covid-19}, urldate = {2021-03-22}, journal = {Harvard Graduate School of Education}, author = {Boudreau, Emily}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BUIVZ8MN 2486141:5SHIW9ZI}, } @article{sabates_school_2013, series = {Educating the poorest}, title = {School drop out in {Bangladesh}: {Insights} using panel data}, volume = {33}, issn = {0738-0593}, shorttitle = {School drop out in {Bangladesh}}, url = {https://www.sciencedirect.com/science/article/pii/S0738059312001228}, doi = {10.1016/j.ijedudev.2012.09.007}, abstract = {This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.}, language = {en}, number = {3}, urldate = {2023-01-07}, journal = {International Journal of Educational Development}, author = {Sabates, Ricardo and Hossain, Altaf and Lewin, Keith M.}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2129771:TCYI69QF}, keywords = {Bangladesh, Educational exclusion, Educational support, Household survey}, pages = {225--232}, } @techreport{sabates_school_2010, address = {Paris, France}, type = {Report}, title = {School {Drop} out: {Patterns}, {Causes}, {Changes} and {Policies}}, copyright = {open}, shorttitle = {School {Drop} out}, url = {http://unesdoc.unesco.org/images/0019/001907/190771e.pdf}, abstract = {This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.}, language = {eng}, urldate = {2023-01-07}, institution = {United Nations Educational, Scientific and Cultural Organisation (UNESCO)}, author = {Sabates, R. and Westbrook, J. and Akyeampong, K. and Hunt, F.}, month = jul, year = {2010}, note = {Num Pages: 25 Publication Title: United Nations Educational, Scientific and Cultural Organisation (UNESCO): Paris, France. KerkoCite.ItemAlsoKnownAs: 2129771:GCMSM5KV}, } @techreport{filmer_school_2009, title = {School {Enrollment}, {Selection} and {Test} {Scores}.}, url = {http://documents1.worldbank.org/curated/en/495041468224995463/pdf/WPS4998.pdf}, author = {Filmer, D. and Schady, N.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6BU97WKR 2129771:FEGNW82Q}, keywords = {❓ Multiple DOI}, } @article{singal_school_2020, title = {School enrolment and learning outcomes for children with disabilities: findings from a household survey in {Pakistan}}, volume = {24}, issn = {1360-3116}, shorttitle = {School enrolment and learning outcomes for children with disabilities}, url = {https://doi.org/10.1080/13603116.2018.1531944}, doi = {10.1080/13603116.2018.1531944}, abstract = {This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.}, number = {13}, urldate = {2023-01-07}, journal = {International Journal of Inclusive Education}, author = {Singal, Nidhi and Sabates, Ricardo and Aslam, Monazza and Saeed, Sahar}, month = nov, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2018.1531944 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2018.1531944 2129771:T9ES7FIT}, keywords = {Disability, Pakistan, enrolment, household survey, learning outcomes, primary schooling}, pages = {1410--1430}, } @phdthesis{budhwani_school_2020, address = {United States -- Colorado}, type = {Ph.{D}.}, title = {School {Facet} {Through} {Surrounding} {Factors}: {A} {Geospatial} {Analysis} of {Community} {Social} {Capital} {Impacting} {Elementary} {Schools}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {School {Facet} {Through} {Surrounding} {Factors}}, url = {https://search.proquest.com/docview/2454186222/abstract/C39A9C5A11D34179PQ/1}, abstract = {School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.}, language = {English}, urldate = {2021-03-07}, school = {University of Denver}, author = {Budhwani, Sajjid}, year = {2020}, note = {ISBN: 9798678177995}, keywords = {Community resources, Community social captial, Education and GIS, School surrounding, Social capital, Spatial equity, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Israel ISR, \_C:Jordan JOR, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Philippines PHL, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{tomlinson_school_2007, title = {School feeding in east and southern {Africa}: {Improving} food sovereignty or photo opportunity}, volume = {46}, shorttitle = {School feeding in east and southern {Africa}}, journal = {Health Systems Research Unit, Medical Research Council. Equinet Discussion Paper}, author = {Tomlinson, Mark}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GNITKZVE 4502395:A8SCL66S 4502395:ZGDFAMZA}, keywords = {⛔ No DOI found}, } @article{tull_school_2018, title = {School {Feeding} {Interventions} in {Humanitarian} {Responses}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14090}, abstract = {School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy \& Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy \& Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning \& Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192).}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina and Plunkett, Róisín}, month = aug, year = {2018}, note = {Accepted: 2018-10-16T09:40:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLQAM4SJ 4869029:3I9PLIYC}, keywords = {⛔ No DOI found}, } @article{alderman_school_2012, title = {School feeding programs and development: are we framing the question correctly?}, volume = {27}, shorttitle = {School feeding programs and development}, doi = {10.1093/wbro/lkr005}, number = {2}, journal = {The World Bank Research Observer}, author = {Alderman, Harold and Bundy, Donald}, year = {2012}, note = {Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkr005 2129771:U6A6WCB7 4502395:4L3H8ERD 4502395:AFFWM7ZR}, pages = {204--221}, } @article{bertoni_school_2018, title = {School {Finance} in {Latin} {America}: {A} {Conceptual} {Framework} and a {Review} of {Policies}}, shorttitle = {School {Finance} in {Latin} {America}}, journal = {Education Division Social Sector: Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Soares, Sammara and Santos, Humberto and Vegas, Emiliana}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CNSRWMQC 2129771:RCB7Z72C}, keywords = {⛔ No DOI found}, } @article{duflo_school_2015, title = {School governance, teacher incentives, and pupil–teacher ratios: {Experimental} evidence from {Kenyan} primary schools}, volume = {123}, url = {https://doi.org/10.1016/j.jpubeco.2014.11.008.}, doi = {10.1016/j.jpubeco.2014.11.008}, journal = {Journal of Public Economics}, author = {Duflo, E. and Dupas, P. and Kremer, M.}, year = {2015}, pages = {92--110}, } @article{duflo_school_2015, title = {School {Governance}, {Teacher} {Incentives}, and {Pupil}-{Teacher} {Ratios}: {Experimental} {Evidence} from {Kenyan} {Primary} {Schools}.}, url = {https://scholar.harvard.edu/files/kremer/files/contract_teacher_jpe_123_2015.pdf}, journal = {Journal of Public Economics}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = mar, year = {2015}, keywords = {⛔ No DOI found}, pages = {92--110}, } @misc{world_bank_school_2021, title = {School {Hits} the {Airwaves}: {Sierra} {Leone} {Turns} to {Education} {Radio} as a {Response} to {COVID}-19}, shorttitle = {School {Hits} the {Airwaves}}, url = {https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19}, abstract = {Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.}, language = {en}, urldate = {2021-10-11}, journal = {The World Bank}, author = {{World Bank}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MLQ2ECBX 2339240:TQTHH2MX 2405685:55GPK4S9}, keywords = {\_C:Sierra Leone SLE}, } @article{osullivan_school_2016, title = {School in a {Box} in {Low} {Resource} {Primary} {School} in {Mozambique}: {Practical} {Application} of {Zone} of {Proximal} {Development} in {Teacher} {Training} with {Mobile} {Technology}}, volume = {8}, shorttitle = {School in a {Box} in {Low} {Resource} {Primary} {School} in {Mozambique}}, doi = {10.4018/ijmbl.2016040104}, number = {2}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {O'Sullivan, Linda and Seabra, N. Miguel}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2016040104 10/gf5f6n 2129771:MHDPZHQV 2129771:YQNWRC27}, keywords = {\_\_C:filed:1}, pages = {44--54}, } @techreport{espinoza-revollo_school_2022, type = {Technical {Report}}, title = {School {Leaders}’ {Preferences} on {School} {Location} in {Sierra} {Leone}: {An} individual and school-level study}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MFH269TU}, abstract = {Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ramirez, Ana and Atherton, Paul and Mackintosh, Alasdair}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0106}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2129771:BNM5JIWY 2405685:MFH269TU}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{bosu_school_2011, title = {School leadership and social justice: {Evidence} from {Ghana} and {Tanzania}}, volume = {31}, issn = {07380593}, shorttitle = {School leadership and social justice}, url = {http://linkinghub.elsevier.com/retrieve/pii/S0738059310000702}, doi = {10.1016/j.ijedudev.2010.05.008}, language = {en}, number = {1}, urldate = {2014-09-20}, journal = {International Journal of Educational Development}, author = {Bosu, R. and Dare, A. and Dachi, H. and Fertig, M.}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.05.008 10/dvb529 2129771:9JQ5QLND 261495:MQUZ4RN6}, pages = {67--77}, } @misc{makanda_school_2020, type = {Text}, title = {School {Lessons} {Will} {Be} {Broadcast} on {Radio} \& {TV} {Ahead} of {Exams}}, url = {https://www.careersportal.co.za/high-school/school-lessons-will-be-broadcast-on-radio-tv-ahead-of-exams}, abstract = {In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.}, language = {en}, urldate = {2020-04-20}, journal = {Careers Portal}, author = {Makanda, Simbongile}, month = apr, year = {2020}, note = {Last Modified: 2020-04-08T15:06+02:00 Library Catalog: www.careersportal.co.za KerkoCite.ItemAlsoKnownAs: 2129771:CUWKS6RZ}, } @article{sakti_school_2021, title = {School location analysis by integrating the accessibility, natural and biological hazards to support equal access to education}, volume = {11}, doi = {10.3390/ijgi11010012}, abstract = {Abstract: This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multinatural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets. Keywords: school location; natural and biological hazards; accessibility model; COVID-19; West Java Province; Indonesia}, number = {1}, journal = {ISPRS International Journal of Geo-Information}, author = {Sakti, Anjar Dimara and Rahadianto, Muhammad Ario Eko and Pradhan, Biswajeet and Muhammad, Hubbi Nashrullah and Andani, I. Gusti Ayu and Sarli, Prasanti Widyasih and Abdillah, Muhammad Rais and Anggraini, Tania Septi and Purnomo, Andhika Dimas and Ridwana, Riki}, year = {2021}, note = {Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 4682641:CB8PKGK6}, pages = {12}, } @book{gem_report_unesco_school_2023, title = {School mapping and decision-making}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en}, urldate = {2023-10-22}, publisher = {GEM Report UNESCO}, author = {{GEM Report UNESCO}}, month = jan, year = {2023}, doi = {10.54676/EJZH8821}, } @techreport{international_development_center_of_japan_school_2005, title = {School {Mapping} and {Micro}-planning in {Primary} {Education} ({Tanzania})}, url = {https://openjicareport.jica.go.jp/pdf/11798204_01.pdf}, urldate = {2021-01-30}, author = {{International Development Center of Japan}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:THDCVZTZ}, keywords = {\_\_C:filed:1, \_\_C:scheme:1}, } @article{chiuye_school_2012, title = {School {Participation} {And} {Pupil} {Performance}: {Baseline} {Survey}}, shorttitle = {School {Participation} {And} {Pupil} {Performance}}, author = {Chiuye, Grace and Selemani-Meke, Elizabeth and Kadzamira, Esme}, year = {2012}, note = {Publisher: Center For Educational Research And Training (CERT) KerkoCite.ItemAlsoKnownAs: 2129771:C66EPJHI 4752638:PJPHW2LS}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{chelagat_school_2018, title = {School {Policies} as a {Determinant} for {Selection} of {Home} {Science} {Subject}: {The} {Belvedere} of the {Kenyan} {Secondary} {School}}, volume = {4}, shorttitle = {School {Policies} as a {Determinant} for {Selection} of {Home} {Science} {Subject}}, url = {http://www.ajest.info/index.php/ajest/article/view/10}, abstract = {Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.}, language = {en-US}, number = {2}, urldate = {2020-02-02}, journal = {African Journal of Education,Science and Technology}, author = {Chelagat, Abigael and Kitainge, Kisilu and Were, Gertrude}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EGRWP5NR 2317526:GW4ZDA8S}, keywords = {⛔ No DOI found}, } @inproceedings{mubanga_school_2012, address = {Tokyo, Japan}, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Programme} in {Zambia} -{A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, url = {http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, booktitle = {Collaboration toward {Greater} {Autonomy} in {Educational} {Development}}, author = {Mubanga, Ruth}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8}, } @article{duncan_school_2007, title = {School readiness and later achievement}, volume = {43}, doi = {10.1037/0012-1649.43.6.1428}, abstract = {Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.}, number = {6}, urldate = {2021-02-22}, journal = {Developmental Psychology}, author = {Duncan, Greg J and Dowsett, Chantelle J and Claessens, Amy and Magnuson, Katherine and Huston, Aletha C and Klebanov, Pamela and Pagani, Linda S and Feinstein, Leon and Engel, Mimi and Brooks-Gunn, Jeanne and Sexton, Holly and Duckworth, Kathryn and Japel, Crista}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/0012-1649.43.6.1428 2129771:UNTDGBU8 2486141:9HT4A5RK}, pages = {1428--1446}, } @article{thompson_school-related_2016, title = {School-{Related} {Violence}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13265}, abstract = {Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem.}, language = {en}, urldate = {2022-12-18}, author = {Thompson, Stephen}, month = oct, year = {2016}, note = {Accepted: 2017-10-06T13:57:06Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:DQUS7CJ4 4869029:ERSGE67L}, keywords = {⛔ No DOI found}, } @book{glewwe_school_2014, address = {Chicago}, series = {Education {Policy} in {Developing} {Countries}}, title = {School {Resources} and {Educational} {Outcomes} in {Developing} {Countries}: {A} {Review} of the {Literature} from 1990 to 2010}, url = {https://doi.org/10.7208/chicago/9780226078854.003.0002.}, publisher = {University of Chicago Press}, author = {Glewwe, P.W. and Hanushek, E. and Humpage, S.D. and Ravina, R.}, editor = {Glewwe, P.W.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5A6XNWA5 2129771:PQW9XJ35}, } @misc{angrist_schools_2020, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {School’s {Out}: {Experimental} {Evidence} on {Limiting} {Learning} {Loss} {Using} “{Low}-{Tech}” in a {Pandemic}}, shorttitle = {School’s {Out}}, url = {https://www.nber.org/papers/w28205}, doi = {10.3386/w28205}, abstract = {Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.}, urldate = {2022-11-24}, publisher = {National Bureau of Economic Research}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = dec, year = {2020}, doi = {10.3386/w28205}, } @techreport{espinoza-revollo_school--school_2022, type = {{HLR3} {Output}}, title = {School-to-school mobility patterns and retention rates of payroll teachers in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Beoku-Betts, Iman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/edtechhub.0143}, note = {ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2129771:4HUI65EI 2405685:DE7XUSMJ}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{espinoza-revollo_school--school_2023, type = {Working {Paper}}, title = {School-to-{School} {Mobility} {Patterns} and {Retention} {Rates} of {Payroll} {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org}, number = {48}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Beoku-Betts, Iman and Haßler, Björn}, year = {2023}, } @misc{noauthor_school_nodate, title = {School to {Work} {Youth} on {Move} {Summary} v6.pdf}, } @misc{noauthor_school_nodate, title = {School to {Work} {Youth} on {Move} v5.pdf}, } @article{duflo_schooling_2000, title = {Schooling and {Labor} {Market} {Consequences} of {School} {Construction} in {Indonesia}: {Evidence} from an {Unusual} {Policy} {Experiment}.}, volume = {7860}, url = {https://economics.mit.edu/files/726}, journal = {National Bureau of Economic Research (NBER) Working Paper}, author = {Duflo, Esther}, year = {2000}, keywords = {⛔ No DOI found}, } @book{sandefur_schooling_2022, title = {Schooling for {All} - {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, copyright = {Creative Commons Attribution-NonCommercial 4.0}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, urldate = {2022-05-09}, publisher = {Center for Global Development}, author = {Sandefur, Justin}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CEEQ745N}, } @article{sabates_schooling_2019, title = {Schooling responses to income changes: {Evidence} from unconditional cash transfers in {Rwanda}}, volume = {93}, shorttitle = {Schooling responses to income changes}, doi = {10.1016/j.ijer.2018.11.011}, journal = {International Journal of Educational Research}, author = {Sabates, Ricardo and Bhutoria, Aditi and Sabates-Wheeler, Rachel and Devereux, Stephen}, year = {2019}, note = {Publisher: Elsevier}, pages = {177--187}, } @techreport{schools2030_schools_nodate, title = {Schools 2030 {Human}-{Centered} {Design} {Toolkit}}, url = {https://schools2030.org/}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LALUEZW6}, } @article{bond_schools_2020, title = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}: {A} {Living} {Rapid} {Systematic} {Review}}, volume = {15}, issn = {1347-9008}, shorttitle = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}}, url = {https://eric.ed.gov/?id=EJ1285336}, abstract = {The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Asian Journal of Distance Education}, author = {Bond, Melissa}, year = {2020}, note = {Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE}, keywords = {Bibliometrics, COVID-19, Distance Education, Educational Change, Educational Environment, Educational Research, Educational Technology, Electronic Learning, Elementary Secondary Education, Faculty Development, Family Influence, Foreign Countries, Learner Engagement, Literature Reviews, Pandemics, Peer Influence, Research Methodology, School Closing, Teacher Influence, Technology Uses in Education, \_genre:LR-literature\_review, ⛔ No DOI found}, pages = {191--247}, } @article{pegrum_m_oakley_g__faulkner_r_schools_2013, title = {Schools going mobile: {A} study of the adoption of mobile handheld technologies in {Western} {Australian} independent schools.}, volume = {29}, number = {1}, journal = {Australasian Journal of Educational Technology}, author = {{Pegrum, M., Oakley, G., \& Faulkner, R.}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 257089:PCFPUJPX}, } @misc{universal_access_development_fund_sierra_leone_schools_2020, title = {Schools {ICT} project}, url = {https://uadf.gov.sl/schools-ict-project/}, language = {en-US}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {Library Catalog: uadf.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:PMQHZDC7 2405685:UXGCRKTI}, } @incollection{selwyn_schools_2018, title = {Schools in the {Digital} {Age}: {How} might things be otherwise?}, shorttitle = {Schools in the {Digital} {Age}}, booktitle = {Everyday {Schooling} in the {Digital} {Age}: {High} {School}, {High} {Tech}?}, publisher = {Routledge}, author = {Selwyn, Neil and Nemorin, Selena and Bulfin, Scott and Johnson, Nicola F.}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5AMP3QWG 2129771:HQUI3Z8I}, keywords = {\_\_C:filed:1}, pages = {171--190}, } @misc{burgess_schools_2020, title = {Schools, skills, and learning: {The} impact of {COVID}-19 on education}, shorttitle = {Schools, skills, and learning}, url = {https://voxeu.org/article/impact-covid-19-education}, abstract = {The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.}, urldate = {2021-10-05}, journal = {VoxEU.org}, author = {Burgess, Simon and Sievertsen, Hans Henrik}, month = apr, year = {2020}, } @misc{schools2030_schools2030-domainspdf_nodate, title = {Schools2030-{Domains}.pdf}, url = {https://schools2030.org/wp-content/uploads/2022/02/Schools2030-Domains.pdf}, urldate = {2022-03-30}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DB8BIUDJ 2486141:WFXBKC3S}, } @misc{staatsministerium_fur_kultus_schule_nodate, title = {Schule und {Ausbildung}}, url = {https://www.schule.sachsen.de/23756.htm}, urldate = {2020-05-28}, author = {Staatsministerium für Kultus}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZLKLX6JX 2317526:QTAAD7KW}, } @article{maryanti_science_2021, title = {Science {Education} for {Students} with {Special} {Needs} in {Indonesia}: {From} {Definition}, {Systematic} {Review}, {Education} {System}, to {Curriculum}}, volume = {1}, copyright = {Copyright (c) 2021 Universitas Pendidikan Indonesia}, issn = {2775-9857}, shorttitle = {Science {Education} for {Students} with {Special} {Needs} in {Indonesia}}, url = {https://ejournal.upi.edu/index.php/IJCSNE/article/view/32653}, doi = {10.17509/ijcsne.v1i1.32653}, abstract = {The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Indonesian Journal of Community and Special Needs Education}, author = {Maryanti, Rina and Nandiyanto, Asep Bayu Dani and Hufad, Achmad and Sunardi, S.}, month = mar, year = {2021}, note = {Number: 1}, keywords = {Curriculum, Science education, Students with special needs, Teaching, Teaching method}, pages = {1--8}, } @misc{noauthor_science_nodate, title = {Science of {Teaching} - {Overview}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/}, urldate = {2021-02-03}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4MTBNYTH}, } @misc{directorate_of_science_technology__innovation_sierra_leone_scientists_2020, title = {Scientists at {DSTI} go the extra mile to make it easier for children to get to school}, url = {https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/}, abstract = {Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = jan, year = {2020}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:AHVZTQF6 2405685:9K5VWY7C}, } @misc{noauthor_scipub_nodate, title = {{SciPub}+ {\textbar} {Revolutionize} {Your} {Academic} {Writing}}, url = {https://scipubplus.com}, abstract = {Empowering Researchers with AI-Driven Writing Tools}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MHHY2JNB 2405685:RJ8N345K 2486141:UM62YW4U}, } @article{nicholson_scite_2021, title = {scite: {A} smart citation index that displays the context of citations and classifies their intent using deep learning}, volume = {2}, issn = {2641-3337}, shorttitle = {scite}, url = {https://direct.mit.edu/qss/article/2/3/882/102990/scite-A-smart-citation-index-that-displays-the}, doi = {10.1162/qss_a_00146}, abstract = {Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.}, language = {en}, number = {3}, urldate = {2024-02-23}, journal = {Quantitative Science Studies}, author = {Nicholson, Josh M. and Mordaunt, Milo and Lopez, Patrice and Uppala, Ashish and Rosati, Domenic and Rodrigues, Neves P. and Grabitz, Peter and Rife, Sean C.}, month = nov, year = {2021}, pages = {882--898}, } @misc{noauthor_sciteai_nodate, title = {Scite.ai ({AI} for {Research})}, url = {https://scite.ai}, abstract = {Ask a question, get an answer backed by real research. Scite is trusted by leading universities, publishers, and corporations across the world.}, language = {en}, urldate = {2024-01-19}, journal = {scite.ai}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E5CELXNP 2405685:A738WG7X 2486141:7WSJPXIM}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 01}, url = {https://zenodo.org/record/3745125}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745125}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745125 2129771:RIUVVQ3C}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 02}, url = {https://zenodo.org/record/3745127}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745127}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745127 2129771:MJUDZSN9}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 03}, url = {https://zenodo.org/record/3745129}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745129}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745129 2129771:V5HEISJ4}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 04}, url = {https://zenodo.org/record/3745131}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745131}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745131 2129771:JCHZKX47}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 05}, url = {https://zenodo.org/record/3745133}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745133}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745133 2129771:XDWVBFBQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 06}, url = {https://zenodo.org/record/3745135}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745135}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745135 2129771:M4F7UWVY}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 07}, url = {https://zenodo.org/record/3745230}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745230}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745230 2129771:4IDNNLDR}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 08}, url = {https://zenodo.org/record/3745232}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745232}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745232 2129771:ZDFYEXZ3}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 09}, url = {https://zenodo.org/record/3745234}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745234}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745234 2129771:3DXSVQ9Q}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {English} {Class} 09 {UNAPPROVED}}, url = {https://zenodo.org/record/3745236}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745236}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745236 2129771:2ZLMCEMV}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 01}, url = {https://zenodo.org/record/3745137}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745137}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745137 2129771:PDMDY6DQ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 02}, url = {https://zenodo.org/record/3745139}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745139}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745139 2129771:LUNZZXIZ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 03}, url = {https://zenodo.org/record/3745141}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745141 2129771:H96CHCTP}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 04}, url = {https://zenodo.org/record/3745143}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745143}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745143 2129771:RTJGJTNK}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 05}, url = {https://zenodo.org/record/3745145}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745145}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745145 2129771:MYFEENMD}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 06}, url = {https://zenodo.org/record/3745147}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745147}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745147 2129771:AXWFTR3A}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 07}, url = {https://zenodo.org/record/3745238}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745238 2129771:FXLVJGG3}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 08}, url = {https://zenodo.org/record/3745240}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745240 2129771:ZABB2M4A}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_scope_2020, title = {Scope and {Sequence} {Maths} {Class} 09}, url = {https://zenodo.org/record/3745242}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745242}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745242 2129771:4568QN8T}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @article{aguilera_cora_scopus_2024, title = {Scopus {AI} {Beta}: functional analysis and cases}, copyright = {This work is distributed under this Creative Commons license}, shorttitle = {Scopus {AI} {Beta}}, url = {http://repositori.upf.edu/handle/10230/58658}, abstract = {Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.}, language = {eng}, urldate = {2024-01-19}, author = {Aguilera Cora, Elisenda and Lopezosa, Carlos and Codina, Lluís}, month = jan, year = {2024}, note = {Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2129771:6UEDVQGB 2405685:ELXBVWUQ 2486141:2DKDU6LF}, keywords = {⛔ No DOI found}, } @misc{elsevier_products_scopus_nodate, title = {Scopus {AI}: {Trusted} content. {Powered} by responsible {AI}.}, shorttitle = {Scopus {AI}}, url = {https://www.elsevier.com/products/scopus/scopus-ai}, abstract = {Scopus AI combines generative artificial intelligence with Scopus’ trusted content and data to help researchers accelerate their research.}, language = {en-US}, urldate = {2024-01-19}, journal = {www.elsevier.com}, author = {{Elsevier Products}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LUNUM5X6 2405685:CT67J86M 2486141:RJ5UCSG8}, } @techreport{beurkens_screen_2017, title = {Screen {Time} {Can} {Be} {Dangerous} for {Kids}’ {Mental} \& {Physical} {Health}}, author = {Beurkens, Nicole}, year = {2017}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:WBR6SFD7}, keywords = {\_\_C:filed:1}, } @article{milner_scripted_2014, title = {Scripted and narrowed curriculum reform in urban schools}, volume = {49}, url = {https://doi.org/10.1177/0042085914549685.}, doi = {10.1177/0042085914549685}, number = {7}, journal = {Urban Education}, author = {Milner, H.R.}, year = {2014}, pages = {743--749}, } @techreport{dial_sdg_2019, title = {{SDG} {Digital} {Investment} {Framework} {A} {Whole}-of-{Government} {Approach} to {Investing} in {Digital} {Technologies} to {Achieve} the {SDGs}}, url = {https://www.itu.int/dms_pub/itu-d/opb/str/D-STR-DIGITAL.02-2019-PDF-E.pdf}, urldate = {2022-12-15}, author = {Dial}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:V8L3JA4A}, keywords = {Final\_citation, cited, existing}, } @inproceedings{bailey_search_2007, title = {Search {Engine} {Overlaps} : {Do} they agree or disagree?}, shorttitle = {Search {Engine} {Overlaps}}, doi = {10.1109/REBSE.2007.4}, abstract = {Secondary studies, such as systematic literature reviews and mapping studies, are an essential element of the evidence-based paradigm. A critical part of the review process is the identification of all relevant research. As such, any researcher intending to conduct a secondary review should be aware of the strengths and weakness of the search engines available. Analyse the overlap between search engine results for software engineering studies. Three independent studies were conducted to evaluate the overlap between multiple search engines for different search areas. The findings indicate that very little overlap was found between the search engines. To complete a systematic review, researchers must use multiple search terms and search engines. The lack of overlap might also be caused by inconsistent keyword selection amongst authors.}, booktitle = {Second {International} {Workshop} on {Realising} {Evidence}-{Based} {Software} {Engineering} ({REBSE} '07)}, author = {Bailey, J. and Zhang, C. and Budgen, D. and Turner, M. and Charters, S.}, month = may, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/REBSE.2007.4 2129771:PFZBT9RD}, keywords = {Aggregates, Computer science, Data analysis, Databases, Mathematics, Protocols, Publishing, Search engines, Software design, Software engineering}, pages = {2--2}, } @book{voogt_second_2018, address = {New York, NY}, title = {Second handbook of information technology in primary and secondary education}, isbn = {978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9}, language = {en}, publisher = {Springer Berlin Heidelberg}, author = {Voogt, Joke}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KI9MCHVT}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kuwait KWT, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{noauthor_second_nodate, title = {Second {International} {Textbook} {Summit}: {Quality}, {Functions}, {Supply} and {Demand}}, language = {en}, pages = {19}, } @phdthesis{lawrent_secondary_2018, type = {{PhD} {Thesis}}, title = {Secondary education expansion in {Tanzania}: {Policy} and practice implications for teachers’ sense of efficacy}, shorttitle = {Secondary education expansion in {Tanzania}}, school = {The University of Waikato}, author = {Lawrent, Godlove}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Burundi BDI, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Czech Republic CZE, \_C:Dominican Republic DOM, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_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:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{mastercard_foundation_secondary_2020, address = {Toronto, Ontario Canada}, title = {Secondary {Education} in {Africa}}, url = {http://www.issuelab.org/permalink/download/35972}, language = {en}, urldate = {2022-12-25}, institution = {Mastercard Foundation}, author = {{Mastercard Foundation}}, month = jun, year = {2020}, doi = {10.15868/socialsector.35972}, note = {KerkoCite.ItemAlsoKnownAs: 10.15868/socialsector.35972 2129771:NKEK3U9I}, } @article{fitzpatrick_secondary_2022, title = {Secondary {Education} {Provision} and {Impacts} of {Low} {Secondary} {Uptake} on {Wider} {Societal} {Outcomes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17657}, doi = {10.19088/K4D.2022.122}, abstract = {This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachael}, month = aug, year = {2022}, note = {Accepted: 2022-09-23T08:22:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.122 2129771:IVWQ2I5P 4869029:RTUXRK9R}, } @article{friedman_secondary_2010, title = {Secondary {Prevention} in an {RTI} {Model}: {A} {Step} {Toward} {Academic} {Recovery}}, volume = {64}, issn = {1936-2714}, shorttitle = {Secondary {Prevention} in an {RTI} {Model}}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.64.3.8}, doi = {10.1598/rt.64.3.8}, abstract = {The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs.}, language = {en}, number = {3}, urldate = {2020-11-17}, journal = {The Reading Teacher}, author = {Friedman, Esther Klein}, year = {2010}, note = {\_eprint: https://ila.onlinelibrary.wiley.com/doi/pdf/10.1598/RT.64.3.8 KerkoCite.ItemAlsoKnownAs: 10.1598/rt.64.3.8 2129771:33ACGIRI 2129771:4XWSTUV3 2486141:AVQFRHDC 2486141:ENBMFTX9}, keywords = {\_Not used in LR, \_T:reviewed, article, assessment, childhood, early adolescence, intervention, protocols, remediation, standardized, standards, struggling}, pages = {207--210}, } @article{engelbrecht_secondary_2019, series = {Journal {Article}}, title = {Secondary {Vocational} {Education} in {South} {Africa}: {Can} {We} {Learn} {From} {Portugal}?}, abstract = {The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.}, author = {Engelbrecht, Mardine and Cape Peninsula University of Technology, South Africa, Cape Town and Tome, Eduardo and Spencer, John}, editor = {Engelbrecht, Cape Town, South Africa, Mardine; Cape Peninsula University of Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VF5I5BG8}, keywords = {⛔ No DOI found}, } @article{gustafssonwright_sect_2017, title = {{SECT}: {The} standardized early childhood development costing tool}, author = {Gustafsson‐Wright, Emily and Boggild‐Jones, Izzy and Gardiner, Sophie}, year = {2017}, keywords = {⛔ No DOI found}, } @techreport{kenya_ministry_of_education_sector_2018, title = {Sector {Policy} for {Learners} and {Trainees} with {Disabilities}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/kenya_sector_policy_learners_trainees_disabilities.pdf}, urldate = {2023-08-28}, author = {{Kenya Ministry of Education}}, year = {2018}, } @article{noauthor_secularism_2014, title = {Secularism and {The} {Secular} {State}}, volume = {3}, language = {en}, number = {2}, journal = {International Journal of Islamic Thought}, year = {2014}, keywords = {⛔ No DOI found}, pages = {19-- 31}, } @incollection{tm_secularism_2011, address = {Sokoto}, title = {Secularism, {Democracy} and {Human} {Rights}: {The} {Islamic} {Dimension}”}, language = {en}, booktitle = {Islamic {Political} {Thoughts} and {Applications}}, publisher = {Usmanu Danfodio University}, editor = {T.M., Bande and Muhammad, S.S. and Zagga, I.M.B.}, year = {2011}, pages = {141--161}, } @article{dawson_seeing_2005, title = {Seeing, thinking and acting against malaria - {A} new aprroach to health worker training in rural {Gambia}}, doi = {10.1080/13576280500307264}, abstract = {Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40\% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50\% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor \& Francis.}, language = {en}, journal = {Education for Health: Change in Learning and Practice}, author = {Dawson, Angela and Joof, Balla Musa}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13576280500307264 10/bfh3zx 2129771:KLEWJXLA 2317526:E2YJ43S8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Gambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing context, F:curriculum, F:learning, P:health, P:health professionals, P:nurse, Q:ICT, Q:e-learning, R:evaluation, R:interview, T:Ausbildung, T:Training, T:work-based learning, Z:Community health nurses, Z:Computer based training developing contexts, Z:Health worker education and training, Z:computer based training developing contexts, Z:health worker education and training, publicImportV1}, } @inproceedings{hassan_seeking_2020, address = {Marrakech, Morocco}, title = {Seeking out clear and unique {Information} {Systems} {Concepts}: a natural language processing approach}, language = {en}, booktitle = {Proceedings of the {European} conference on information systems (eds {MLF} {Rowe} and {R} {El} {Amrani}}, author = {Hassan, N.R. and Prester, J and Wagner, G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GVRZZNN6 2486141:LLMN8KCG}, keywords = {⛔ No DOI found}, } @misc{noauthor_semantic_nodate, title = {Semantic {Scholar} {\textbar} {AI}-{Powered} {Research} {Tool}}, url = {https://www.semanticscholar.org/}, abstract = {Semantic Scholar uses groundbreaking AI and engineering to understand the semantics of scientific literature to help Scholars discover relevant research.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EX2S37DN 2405685:NMF5Q8IP 2486141:WRJ3ZL5G}, keywords = {\_Added-ailr-2024}, } @article{qader_semi-automatic_2021, title = {Semi-automatic mapping of pre-census enumeration areas and population sampling frames}, volume = {8}, copyright = {2021 Crown}, issn = {2662-9992}, url = {https://www.nature.com/articles/s41599-020-00670-0}, doi = {10.1057/s41599-020-00670-0}, abstract = {Enumeration Areas (EAs) are the operational geographic units for the collection and dissemination of census data and are often used as a national sampling frame for various types of surveys. In many poor or conflict-affected countries, EA demarcations are incomplete, outdated, or missing. Even for countries that are stable and prosperous, creating and updating EAs is one of the most challenging yet essential tasks in the preparation for a national census. Commonly, EAs are created by manually digitising small geographic units on high-resolution satellite imagery or physically walking the boundaries of units, both of which are highly time, cost, and labour intensive. In addition, creating EAs requires considering population and area size within each unit. This is an optimisation problem that can best be solved by a computer. Here, for the first time, we produce a semi-automatic mapping of pre-defined census EAs based on high-resolution gridded population and settlement datasets and using publicly available natural and administrative boundaries. We demonstrate the approach in generating rural EAs for Somalia where such mapping is not existent. In addition, we compare our automated approach against manually digitised EAs created in urban areas of Mogadishu and Hargeysa. Our semi-automatically generated EAs are consistent with standard EAs, including having identifiable boundaries for field teams to follow on the ground, and appropriate sizing and population for coverage by an enumerator. Furthermore, our semi-automated urban EAs have no gaps, in contrast, to manually drawn urban EAs. Our work shows the time, labour and cost-saving value of automated EA delineation and points to the potential for broadly available tools suitable for low-income and data-poor settings but applicable to potentially wider contexts.}, language = {en}, number = {1}, urldate = {2021-03-18}, journal = {Humanities and Social Sciences Communications}, author = {Qader, Sarchil and Lefebvre, Veronique and Tatem, Andrew and Pape, Utz and Himelein, Kristen and Ninneman, Amy and Bengtsson, Linus and Bird, Tomas}, month = jan, year = {2021}, note = {Number: 1 Publisher: Palgrave}, pages = {1--14}, } @misc{noauthor_seminaire_2018, title = {Séminaire sur l’employabilité des diplômés organisé par la {CITEF}}, url = {https://www.auf.org/nouvelles/agenda/seminaire-lemployabilite-diplomes-organise-citef-mai-2018/}, language = {fr-CA}, urldate = {2020-02-02}, journal = {AUF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TUU3UEVD 2317526:ZL4JGX4R}, } @article{gu_semiprivate_2021, title = {Semiprivate space and access to online education during {COVID}-19: {Empirical} tests from {China}}, shorttitle = {Semiprivate space and access to online education during {COVID}-19}, journal = {Online Information Review}, author = {Gu, Jiafeng}, year = {2021}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 2129771:JBX9DNWQ}, keywords = {⛔ No DOI found}, } @article{payne_semopenalex_2023, title = {{SemOpenAlex}: {The} {Scientific} {Landscape} in 26 {Billion} {RDF} {Triples}}, volume = {14266}, shorttitle = {{SemOpenAlex}}, url = {https://link.springer.com/10.1007/978-3-031-47243-5_6}, doi = {10.1007/978-3-031-47243-5_6}, abstract = {Abstract We present SemOpenAlex , an extensive RDF knowledge graph that contains over 26 billion triples about scientific publications and their associated entities, such as authors, institutions, journals, and concepts. SemOpenAlex is licensed under CC0, providing free and open access to the data. We offer the data through multiple channels, including RDF dump files, a SPARQL endpoint, and as a data source in the Linked Open Data cloud, complete with resolvable URIs and links to other data sources. Moreover, we provide embeddings for knowledge graph entities using high-performance computing. SemOpenAlex enables a broad range of use-case scenarios, such as exploratory semantic search via our website, large-scale scientific impact quantification, and other forms of scholarly big data analytics within and across scientific disciplines. Additionally, it enables academic recommender systems, such as recommending collaborators, publications, and venues, including explainability capabilities. Finally, SemOpenAlex can serve for RDF query optimization benchmarks, creating scholarly knowledge-guided language models, and as a hub for semantic scientific publishing. Data and Services: https://semopenalex.org https://w3id.org/SemOpenAlex Code: https://github.com/metaphacts/semopenalex/ Data License: Creative Commons Zero (CC0) Code License: MIT License}, language = {en}, urldate = {2024-03-10}, author = {Färber, Michael and Lamprecht, David and Krause, Johan and Aung, Linn and Haase, Peter}, editor = {Payne, Terry R. and Presutti, Valentina and Qi, Guilin and Poveda-Villalón, María and Stoilos, Giorgos and Hollink, Laura and Kaoudi, Zoi and Cheng, Gong and Li, Juanzi}, year = {2023}, doi = {10.1007/978-3-031-47243-5_6}, note = {Book Title: The Semantic Web – ISWC 2023 ISBN: 9783031472428 9783031472435 Place: Cham Publisher: Springer Nature Switzerland}, pages = {94--112}, } @book{sseip_senior_2020, title = {Senior {Secondary} {I}, {II}, {III}, {IV} {English} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745390}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745390}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745390 2129771:VCMP3KNW}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_senior_2020, title = {Senior {Secondary} {I}, {II}, {III}, {IV} {Literature} in {English} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745388}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745388}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745388 2129771:795GGLGX}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_senior_2020, title = {Senior {Secondary} {I}, {II}, {III}, {IV} {Mathematics} ({Accelerated} {Teaching} {Syllabi})}, url = {https://zenodo.org/record/3745392}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745392}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745392 2129771:NX7CKDU3}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_senior_2020, title = {Senior {Secondary} {School}, {Scope} and {Sequence} , {English} ({Revised})}, url = {https://zenodo.org/record/3745384}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745384}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745384 2129771:EJUWX6JV}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_senior_2020, title = {Senior {Secondary} {School}, {Scope} and {Sequence} , {Maths}}, url = {https://zenodo.org/record/3745386}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745386}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745386 2129771:XY9BECIT}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @misc{hasler_sensor_2023, title = {Sensor {Sripboard} (v1)}, url = {https://github.com/OpenDevEd/sensor-stripboard-v1}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = may, year = {2023}, note = {original-date: 2023-05-26T21:42:45Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{hasler_sensorboard_2023, title = {Sensorboard for use with {Raspberry} {Pi} {GPIO} / {Raspberry} {Pi} {Zero}}, url = {https://github.com/OpenDevEd/sensor-board-rpi-gpio}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2023}, note = {original-date: 2023-07-02T18:34:24Z KerkoCite.ItemAlsoKnownAs: 2129771:ESH93VPP 2129771:MTELHIJ6}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{hasler_sensors_2023, title = {Sensors {OpenSCAD}: {An} {OpenSCAD} library for common environmental sensors}, url = {https://github.com/OpenDevEd/sensors-openscad}, urldate = {2023-08-27}, publisher = {Open Development \& Education}, author = {Haßler, Björn}, month = may, year = {2023}, note = {original-date: 2023-05-29T22:31:22Z}, keywords = {\_r:ImportedToMyEducationEvidence}, } @article{palasundram_sequence_2019, title = {Sequence to sequence model performance for education chatbot}, volume = {14}, doi = {10.3991/ijet.v14i24.12187}, number = {24}, journal = {International journal of emerging Technologies in Learning (iJET)}, author = {Palasundram, Kulothunkan and Sharef, Nurfadhlina Mohd and Nasharuddin, Nurul and Kasmiran, Khairul and Azman, Azreen}, year = {2019}, note = {Publisher: International Journal of Emerging Technology in Learning}, pages = {56--68}, } @misc{american_institute_for_research_sequential_2018, title = {Sequential, {Multiple} {Assignment}, {Randomized} {Trial}}, url = {https://optimizingoutcomes.air.org/innovative-designs.php}, urldate = {2022-12-21}, author = {American Institute for Research}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4426965:ERZ6N3PF 4804264:87AEAYLU}, keywords = {Final\_citation, cited, existing}, } @misc{agenda_alliance_serious_2022, title = {Serious {Concerns} {About} {Racial} {Disparity} {Among} {Girls} ‘{Kicked} {Out}’ of {School}}, url = {https://www.agendaalliance.org/news/serious-concerns-about-racial-disparity-among-girls-kicked-out-of-school/}, language = {en-gb}, urldate = {2023-11-03}, journal = {Agenda Alliance}, author = {{Agenda Alliance}}, month = sep, year = {2022}, } @article{girard_serious_2013, title = {Serious games as new educational tools: how effective are they? {A} meta-analysis of recent studies: {Serious} games as educational tools}, volume = {29}, issn = {02664909}, shorttitle = {Serious games as new educational tools}, doi = {10.1111/j.1365-2729.2012.00489.x}, language = {en}, number = {3}, journal = {Journal of Computer Assisted Learning}, author = {Girard, C. and Ecalle, J. and Magnan, A.}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2012.00489.x 4804264:VXGV3L7T}, keywords = {Final\_citation, cited, existing}, pages = {207--219}, } @misc{noauthor_sesra_nodate, title = {{SESRA}}, url = {http://sesra.net/index/about}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3V77WRCW 2405685:H5AGNS22 2486141:MCYY9MZN}, } @misc{noauthor_setting_nodate, title = {Setting {New} {Directions} - {Unit} 1 {Resources} for {College} {Leadership}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9VRGI4E 2129771:XYL46987}, } @misc{noauthor_seven_nodate, title = {Seven tenets of human-centred design - {Design} {Council}}, url = {https://www.designcouncil.org.uk/our-resources/seven-tenets-of-human-centred-design/}, urldate = {2023-08-24}, } @article{kadzamira_sex_1988, title = {Sex differences in the performance of candidates in languages and humanities subjects at {MSCE} level, 1982–1986}, journal = {Zomba: Malawi National Examinations Board}, author = {Kadzamira, E. C.}, year = {1988}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5E52FPVV 4752638:NFPLUR6E}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{noauthor_sex_nodate, title = {'{Sex} for grades': {Undercover} in {West} {African} universities}, shorttitle = {'{Sex} for grades'}, url = {https://www.bbc.co.uk/news/av/world-africa-49907376}, abstract = {What happens behind closed doors at some of West Africa’s most prestigious universities.}, language = {en-GB}, urldate = {2020-11-10}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TAAKKRFX}, } @misc{noauthor_sex_nodate, title = {Sex for {Grades}: undercover inside {Nigerian} and {Ghanaian} universities - {BBC} {Africa} {Eye} documentary}, shorttitle = {Sex for {Grades}}, url = {https://www.youtube.com/watch?v=we-F0Gi0Lqs}, abstract = {Africa Eye brings you original, investigative journalism revealing secrets and rooting out injustice in the world’s most complex and exciting continent. Nothing stays hidden forever.}, urldate = {2020-11-10}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RRH3IMZR}, } @article{trollinger_sexgender_nodate, title = {Sex/{Gender} {Research} in {Music} {Education}: {A} {Review}}, volume = {16}, language = {en}, author = {Trollinger, Laree M}, pages = {20}, } @article{accurso_sfl_2021, title = {{SFL} praxis in {U}.{S}. teacher education: a critical literature review}, volume = {35}, issn = {0950-0782}, shorttitle = {{SFL} praxis in {U}.{S}. teacher education}, url = {https://doi.org/10.1080/09500782.2020.1781880}, doi = {10.1080/09500782.2020.1781880}, abstract = {This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.}, number = {5}, urldate = {2022-04-05}, journal = {Language and Education}, author = {Accurso, Kathryn and Gebhard, Meg}, month = sep, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09500782.2020.1781880}, keywords = {Systemic functional linguistics, critical language awareness, disciplinary literacies, pedagogical knowledge, teacher professional development}, pages = {402--428}, } @misc{noauthor_sgp40_nodate, title = {{SGP40} {Indoor} {Air} {Quality} {Sensor} for {VOC}}, url = {https://www.mouser.co.uk/datasheet/2/682/Sensirion_Gas_Sensors_Datasheet_SGP40-2001008.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HY2G6YQP 4682641:R9SYEFU4}, } @article{adams_shades_2017, title = {Shades of {Grey}: {Guidelines} for {Working} with the {Grey} {Literature} in {Systematic} {Reviews} for {Management} and {Organizational} {Studies}}, volume = {19}, issn = {1468-2370}, shorttitle = {Shades of {Grey}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102}, doi = {10.1111/ijmr.12102}, abstract = {This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.}, language = {en}, number = {4}, urldate = {2018-05-07}, journal = {International Journal of Management Reviews}, author = {Adams, Richard J. and Smart, Palie and Huff, Anne Sigismund}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2129771:LZL88W5I 2317526:EE2A296A UA-98bfbd4a-6e50-4502-8310-d5fef7363a11}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, DL4D cited, \_\_C:filed:1, publicImportV1}, pages = {432--454}, } @article{noauthor_shariah_2005, title = {Shariah {Implementation} and {Democracy} in {Nigeria}: {Expected} {Problems} and {Prospects}” in {Al}-{Ijtihad}}, volume = {6}, language = {en}, number = {2}, journal = {The Journal of Islamization of Knowledge and Contemporary Issues}, month = jul, year = {2005}, keywords = {⛔ No DOI found}, pages = {, 39 -- 53}, } @inproceedings{dalgali_sharing_2019, address = {Grand Wailea, Hawaii, USA}, title = {Sharing open deep learning models}, doi = {10.24251/HICSS.2019.256}, language = {en}, booktitle = {Proceedings of the hawaii international conference on system sciences}, author = {Dalgali, A and Crowston, K}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.24251/HICSS.2019.256 2129771:Q2QG5ZPD 2486141:3U6CZ3BI}, } @book{flecha_sharing_2000, title = {Sharing words: {Theory} and practice of dialogic learning}, isbn = {0-8476-9596-4}, publisher = {Rowman \& Littlefield}, author = {Flecha, Ramón}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RZQ24JVU}, keywords = {\_\_C:filed:1}, } @article{yoshikawa_sharma_2015, title = {Sharma 2014 {Borkum} and {Linden} 2013 {Wong}}, journal = {et al. 2013 Aturupane et al. 2013 Visaria et al. 2016 Ozler et al}, author = {{Yoshikawa}}, year = {2015}, } @article{ngubane-mokiwa_shift_2015, title = {Shift from open distance learning to open distance e-learning}, journal = {Open distance learning (ODL) in South Africa}, author = {Ngubane-Mokiwa, Sindile and Letseka, Moeketsi}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DBBWFPFY}, keywords = {⛔ No DOI found}, pages = {129}, } @article{masaiti_shifting_2015, title = {Shifting from government bursaries to a loan scheme in higher education: {Exploring} the {Zambian} experience in student financial {Aid}}, volume = {2}, shorttitle = {Shifting from government bursaries to a loan scheme in higher education}, url = {https://ejournals.bc.edu/index.php/ijahe/article/view/9260}, urldate = {2023-12-05}, journal = {International Journal of African Higher Education}, author = {Masaiti, Gift and Mwelwa, Kapambwe and Mwale, Nelly}, year = {2015}, keywords = {⛔ No DOI found}, } @incollection{chambers_shifting_2004, title = {Shifting power to make a difference}, booktitle = {Inclusive aid}, publisher = {Routledge}, author = {Chambers, Robert and Pettit, Jethro}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RQNMZ8C4}, pages = {155--180}, } @article{hassler_hallstedt_short_2018, title = {Short and long-term effects of a mathematics tablet intervention for low performing second graders.}, volume = {110}, doi = {10.1037/edu0000264}, number = {8}, journal = {Journal of Educational Psychology}, author = {Hassler Hallstedt, Martin and Klingberg, Torkel and Ghaderi, Ata}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/edu0000264 10/gf62hs 2129771:VVTM7BJ3}, keywords = {Author:NotBjörnHaßler, \_\_C:filed:1}, pages = {1127}, } @incollection{slade_short_2018, title = {Short message service ({SMS})–based remote support and teacher retention of training gains in {Malawi}}, booktitle = {Cultivating dynamic educators: case studies in teacher behavior change in {Africa} and {Asia}}, publisher = {RTI Press}, author = {Slade, Timothy S. and Kipp, Scott and Cummings, Stirling and Nyirongo, Kondwani and Pouezevara, Sarah}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:57N74ZYG}, keywords = {Final\_citation, cited, existing}, pages = {131--167}, } @article{kadzamira_short_2003, title = {Short report: {Summary} of findings from an investigative study of abuse of girls in {Malawian} primary schools}, volume = {1}, shorttitle = {Short report}, url = {https://journals.co.za/doi/abs/10.10520/AJA17290783_7}, doi = {10.10520/AJA17290783_7}, abstract = {The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID).}, number = {1}, urldate = {2022-08-17}, journal = {Malawi Journal of Development Education}, author = {Kadzamira, Esme C. \& Lemani Eve}, month = jan, year = {2003}, note = {Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 10.10520/AJA17290783\_7 2129771:JKZ83UL8 4752638:4ZENG45M}, keywords = {\_C:Malawi MWI, ⚠️ Invalid DOI}, pages = {77--83}, } @techreport{cowan_short-run_2020, type = {Working {Paper}}, title = {Short-run {Effects} of {COVID}-19 on {U}.{S}. {Worker} {Transitions}}, url = {http://www.nber.org/papers/w27315}, abstract = {I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.}, number = {27315}, urldate = {2020-08-12}, institution = {National Bureau of Economic Research}, author = {Cowan, Benjamin W}, month = jun, year = {2020}, doi = {10.3386/w27315}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27315 2129771:TWXGS99N}, } @techreport{wargocki_short_2020, title = {Short summary report for {Realdania}}, abstract = {Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments}, institution = {International Centre for Indoor Environment and Energy}, author = {Wargocki, Pawel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3UVQNI4M 4682641:3X27VCYX}, } @article{hubber_should_2016, title = {Should touch screen tablets be used to improve educational outcomes in primary school children in developing countries?}, volume = {7}, doi = {10.3389/fpsyg.2016.00839}, journal = {Frontiers in psychology}, author = {Hubber, Paula J. and Outhwaite, Laura A. and Chigeda, Antonie and McGrath, Simon and Hodgen, Jeremy and Pitchford, Nicola J.}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2129771:UXML7XDQ}, keywords = {\_\_C:filed:1}, pages = {839}, } @article{ngwenyama_should_2024, title = {Should we collaborate with {AI} to conduct literature reviews? {Changing} epistemic values in a flattening world}, volume = {25}, shorttitle = {Should we collaborate with {AI} to conduct literature reviews?}, url = {https://aisel.aisnet.org/jais/vol25/iss1/5/}, doi = {10.17705/1jais.00869}, number = {1}, urldate = {2024-03-12}, journal = {Journal of the Association for Information Systems}, author = {Ngwenyama, Ojelanki and Rowe, Frantz}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:N9QK9Y8K}, pages = {122--136}, } @techreport{proctor_should_2022, title = {Should we paint all classroom roofs white to improve learning in {Tanzania}?}, url = {https://docs.edtechhub.org/lib/Z8B66R9X}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, urldate = {2023-11-14}, institution = {EdTech Hub}, author = {Proctor, Jamie}, month = may, year = {2022}, doi = {10.53832/edtechhub.0122}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2129771:7N3WZNRK 2486141:5P89ZDY4}, } @article{arrieta-ibarra_should_2018, title = {Should {We} {Treat} {Data} as {Labor}? {Moving} beyond "{Free}"}, volume = {108}, issn = {2574-0768}, shorttitle = {Should {We} {Treat} {Data} as {Labor}?}, url = {https://www.aeaweb.org/articles?id=10.1257/pandp.20181003}, doi = {10.1257/pandp.20181003}, abstract = {In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance.}, language = {en}, urldate = {2024-03-04}, journal = {AEA Papers and Proceedings}, author = {Arrieta-Ibarra, Imanol and Goff, Leonard and Jiménez-Hernández, Diego and Lanier, Jaron and Weyl, E. Glen}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20181003 4804264:PNJEPNQJ}, keywords = {Computer Programs: General, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Monopsony, Data Collection and Data Estimation Methodology, Final\_citation, Segmented Labor Markets}, pages = {38--42}, } @article{sparkes_should_2023, title = {Should we worry about {AI}'s energy use?}, volume = {260}, issn = {02624079}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0262407923018961}, doi = {10.1016/S0262-4079(23)01896-1}, language = {en}, number = {3460}, urldate = {2024-03-17}, journal = {New Scientist}, author = {Sparkes, Matthew}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GA8CXVKQ 2129771:YA6IVXK4}, pages = {11}, } @misc{education_partnerships_group_sierra_nodate, title = {Sierra {Leone}}, url = {https://epg.org.uk/projects/sierra-leone/}, abstract = {After a number of years of political instability, Cote d’Ivoire now aims to achieve emerging economy status by 2020.}, language = {en-GB}, urldate = {2020-12-15}, journal = {Education Partnerships Group}, author = {{Education Partnerships Group}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RY9VI4HF 2405685:VGBTAQSL}, keywords = {\_C:Sierra Leone SLE}, } @misc{unesco_institute_for_statistics_sierra_nodate, title = {Sierra {Leone}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-11-23}, author = {{UNESCO Institute for Statistics}}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2129771:ZU7767QM 2339240:TEDDY4TD 2405685:XMHFDVCZ}, keywords = {\_C:Sierra Leone SLE}, } @techreport{kabia_sierra_2017, title = {Sierra {Leone} 2015 {Population} and {Housing} {Census}: {Thematic} {Report} on {Disability}}, url = {https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf}, urldate = {2020-12-15}, institution = {Statistics Sierra Leone}, author = {Kabia, Francis and Tarawally, Umaru}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BELVCZKC 2405685:BI8HMKXI}, keywords = {\_C:Sierra Leone SLE}, } @techreport{statistics_sierra_leone_sierra_2017, title = {Sierra {Leone} 2015 population and housing census: {Thematic} report on poverty and durables}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf}, urldate = {2021-09-15}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VBCDYP57 2339240:YKBEPH82 2405685:MPV2GIIW}, keywords = {\_C:Sierra Leone SLE}, } @techreport{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, shorttitle = {Sierra {Leone} and {Liberia}}, institution = {World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:I7EV28D2}, keywords = {Final\_citation, cited, existing}, } @techreport{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2020-06-09}, institution = {World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SG89XZMW 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2}, keywords = {\_C:Sierra Leone SLE}, } @misc{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, language = {en}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AP88Z6FH 2339240:XVKVLR6R 2405685:QV99MR4Q}, keywords = {\_C:Sierra Leone SLE}, } @techreport{plaut_sierra_2021, type = {Internal {Paper}}, title = {Sierra {Leone} {CPD} {Sandbox} - {Draft} {Theory} of {Change}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T7AUREA5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = jun, year = {2021}, doi = {10.5281/zenodo.4959786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2129771:47RUCMAS 2405685:T7AUREA5}, keywords = {\_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @misc{world_bank_sierra_nodate, title = {Sierra {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/country/sierra-leone}, urldate = {2020-11-25}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2SCS26I 2339240:DW6RYJJW 2405685:EFFRSQZ4}, keywords = {\_C:Sierra Leone SLE}, } @techreport{statistics_sierra_leone_sierra_2009, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2008}, url = {https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf}, language = {en}, institution = {Ministry of Health and Sanitation}, author = {{Statistics Sierra Leone}}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VN9SZBLW 2405685:XJLGGACD}, keywords = {\_C:Sierra Leone SLE}, pages = {459}, } @techreport{statistics_sierra_leone_sierra_2020, address = {Freetown, Sierra Leone and Rockville, Maryland, USA}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2019}, abstract = {ICF}, language = {en}, number = {FR365}, institution = {The DHS Program}, author = {{Statistics Sierra Leone}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H94TRS8B 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5}, keywords = {\_C:Sierra Leone SLE}, pages = {647}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} designs online portal to take long wait out of teacher recruitment}, url = {https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/}, abstract = {A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = dec, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:CJS795T9 2405685:UWP4N7FT}, keywords = {\_C:Sierra Leone SLE}, } @misc{who_sierra_2016, title = {Sierra {Leone} {\textbar} {Ebola} maps}, url = {http://www.who.int/csr/disease/ebola/maps/en/}, abstract = {Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.}, urldate = {2020-07-17}, author = {WHO}, year = {2016}, note = {Library Catalog: www.who.int Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2129771:V76BPIA7 2486141:ABUTI3KW}, keywords = {\_C:Sierra Leone SLE}, } @techreport{international_monetary_fund_sierra_2019, type = {{IMF} {Country} {Reports}}, title = {Sierra {Leone}: {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, url = {https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true}, language = {en\_US}, number = {19/218}, urldate = {2020-11-25}, institution = {IMF, African Department}, author = {International Monetary Fund}, month = jul, year = {2019}, doi = {10.5089/9781498324960.002.A001}, note = {ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2129771:2MR58KI3 2339240:6RP4BCNR 2405685:LICLRGV3}, keywords = {\_C:Sierra Leone SLE}, pages = {1--42}, } @techreport{international_monetary_fund_african_dept_sierra_2019, type = {Country {Report}}, title = {Sierra {Leone} : {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099}, abstract = {The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.}, language = {en}, number = {19/218}, urldate = {2020-12-15}, author = {{International Monetary Fund. African Dept.}}, month = jul, year = {2019}, note = {9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2129771:7SQ8YQ8J 2405685:DJ4XD4HB}, keywords = {\_C:Sierra Leone SLE}, pages = {216}, } @misc{uis_sierra_2019, title = {Sierra {Leone} {\textbar} {Education} and {Literacy}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-07-15}, author = {UIS}, year = {2019}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:745JE8XZ 2486141:9NEK2C2R}, keywords = {\_C:Sierra Leone SLE}, } @misc{unesco_sierra_2020, title = {Sierra {Leone} {\textbar} {Education} and {Literacy} {Statistics}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO}, year = {2020}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:FQZ2XEPH 2405685:Y6JYY6Q6}, keywords = {\_C:Sierra Leone SLE}, } @misc{teaching_service_commission_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System}}, url = {https://sleams.org/}, urldate = {2020-12-17}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XSW486H9 2339240:CLIEEVEU 2405685:XV88ZYD7}, keywords = {\_C:Sierra Leone SLE}, } @techreport{graham_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Final} {Technical} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Graham, Hannah and Kawa, Muniru and Lee, Philip and Malyon, Stephanie and Hayward, Harry and Conteh, Sheriff and Chandia, Gloria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZPDPUFYQ 2339240:M68LGCE7 2405685:FTT9TD2Y}, keywords = {\_C:Sierra Leone SLE}, } @techreport{kawa_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Pilot} {Phase}: {Inception} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Kawa, Muniru and Graham, Hannah and Lee, Philip and Murray, Tobias and Malyon, Stephanie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF}, keywords = {\_C:Sierra Leone SLE}, } @techreport{ministry_of_education_science_and_technology_sierra_2013, title = {Sierra {Leone}: {Education} {Country} {Status} {Report}: {An} analysis for further improving the quality, equity and efficiency of the education system in {Sierra} {Leone}}, url = {http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BQXDV8SC 2405685:FWX5GT4H}, keywords = {\_C:Sierra Leone SLE}, pages = {204}, } @article{noauthor_sierra_2013, title = {Sierra {Leone}: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in {Sierra} {Leone}; 2013}, language = {en}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FV47UIZ5 2405685:JAEVJQUR}, keywords = {\_C:Sierra Leone SLE}, pages = {204}, } @misc{noauthor_sierra_nodate, title = {Sierra {Leone} {Education} {Sector} {Plan} 2022 - 2026 {\textbar} {UNICEF} {Sierra} {Leone}}, url = {https://www.unicef.org/sierraleone/reports/sierra-leone-education-sector-plan-2022-2026}, urldate = {2023-08-28}, } @misc{mohs_sierra_2017, title = {Sierra {Leone} {Ethics} and {Scientific} {Review} {Committee} – {APPLICATION} {GUIDELINES}}, url = {https://mohs2017.files.wordpress.com/2017/03/guidelines-and-checklist-for-ethical-clearance-2017.pdf}, language = {English}, publisher = {Ministry of Health and Sanitation}, author = {MoHS}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4965LF4D 2486141:E3PBCINQ}, keywords = {\_C:Sierra Leone SLE}, } @techreport{world_bank_sierra_2018, title = {Sierra {Leone}: {Human} {Capital} {Index}}, url = {https://databank.worldbank.org/data/download/hci/HCI_2pager_SLE.pdf}, urldate = {2020-07-15}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V6N4LNEI 2486141:XIK2MNX2}, keywords = {\_C:Sierra Leone SLE}, } @misc{dsti_media_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-12-15}, journal = {Directorate of Science, Technology and Innovation}, author = {{DSTI Media}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A2M8VZC9 2405685:B6TMDRUY}, keywords = {\_C:Sierra Leone SLE}, } @misc{sierra_leone_education_innovation_challenge_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Sierra Leone Education Innovation Challenge}, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:UPP2U9U3 2405685:XUALMEQ5}, keywords = {\_C:Sierra Leone SLE}, } @techreport{bbc_media_action_sierra_2018, title = {Sierra {Leone} {Media} {Landscape} {Report}}, url = {https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf}, urldate = {2020-11-25}, author = {{BBC Media Action}}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KM54UTV8 2339240:7N6UW9TG 2405685:644SZI8D}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_sierra-leone-media-landscape-report_bbc-media-action_january-2019pdf_nodate, title = {Sierra-{Leone}-{Media}-{Landscape}-{Report}\_BBC-{Media}-{Action}\_January-2019.pdf}, url = {https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf}, urldate = {2022-12-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LBVK38NQ}, } @techreport{ministry_of_planning_and_economic_development_sierra_leone_sierra_2019, title = {Sierra {Leone} {Medium} {Term} {National} {Development} {Plan} ({Volume} 1)}, url = {http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf}, urldate = {2020-06-25}, author = {Ministry of Planning {and} Economic Development (Sierra Leone)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J94ULW4C 2405685:CZE9NFVC}, keywords = {\_C:Sierra Leone SLE}, } @techreport{unicef_sierra_2017, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey}}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-06-25}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2P9NEZ9I 2405685:6T7FE548}, keywords = {\_C:Sierra Leone SLE}, } @techreport{statistics_sierra_leone_sierra_2018, address = {Freetown, Sierra Leone}, type = {Survey {Findings} {Report}}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-11-25}, institution = {Statistics Sierra Leone}, author = {{Statistics Sierra Leone}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2TC7LDGS 2339240:7794TCGJ 2405685:N9SALPUS}, keywords = {\_C:Sierra Leone SLE}, } @misc{world_bank_sierra_2017, title = {Sierra {Leone} - {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://microdata.worldbank.org/index.php/catalog/3210}, urldate = {2021-09-10}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C6I7P6ZI 2339240:693W742X 2405685:4ULW3LMX}, keywords = {\_C:Sierra Leone SLE}, } @techreport{statistics_sierra_leone_sierra_2017, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017, survey findings report}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2021-09-10}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P8593M2K 2339240:SMX372XG 2405685:EP6QPCSW}, keywords = {\_C:Sierra Leone SLE}, } @techreport{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} {National} {Innovation} and {Digital} {Strategy}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4PWLI67K 2405685:ALD9DQ6P}, keywords = {\_C:Sierra Leone SLE}, } @techreport{directorate_of_science_technology__innovation_sierra_2019, title = {Sierra {Leone} {National} {Innovation} and {Digital} {Strategy} (2019-2029): {Digitization} for all: {Identity}, {Economy}, and {Governance}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, language = {EN}, urldate = {2020-11-23}, author = {{Directorate of Science, Technology \& Innovation}}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QDFIFWI3 2339240:ZAK6UTWJ 2405685:65CSGZUZ}, keywords = {\_C:Sierra Leone SLE}, } @misc{worldpop_sierra_2018, title = {Sierra {Leone} population 2020}, url = {https://www.worldpop.org/geodata/summary?id=6429}, doi = {10.5258/SOTON/WP00645}, abstract = {RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)}, urldate = {2021-09-10}, author = {WorldPop}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2129771:7A8E4V54 2339240:2AJ3LMLD 2405685:92787LQS}, keywords = {Population distribution, Population, Dasymetric disaggregation, \_C:Sierra Leone SLE}, } @techreport{international_monetary_fund_sierra_2008, address = {Washington D.C.}, title = {Sierra {Leone} : {Poverty} {Reduction} {Strategy} {Paper}-{Progress} {Report} (2005-2007)}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204}, abstract = {This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.}, language = {en}, number = {08/250}, urldate = {2020-12-15}, author = {{International Monetary Fund}}, month = jul, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AQK3JHM4 2405685:WDN7YDZH}, keywords = {\_C:Sierra Leone SLE}, } @techreport{tarawallie_sierra_2015, title = {Sierra {Leone} research and knowledge systems: a rapid literature review}, url = {https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf}, institution = {INASP}, author = {Tarawallie, Mamoud Idriss}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YBNPSUAZ 2339240:83QNDI62 2405685:8PAQ6CIE}, keywords = {\_C:Sierra Leone SLE}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Freetown} {Teachers} {College} and its multimodal approach to teacher professional development}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Moriba, Sambo and Brainard, Prince}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2129771:DCMCMN8A 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652007}, note = {ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2129771:TF3VJYTG 2405685:KZ6FTNMC}, keywords = {\_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @misc{saidu_sierra_2021, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Saidu, Arthur and Casado, Eusebio Rincon and Shergill, Maggie and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707910}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2129771:R8LRYX3A 2405685:7HCBSU4P}, keywords = {\_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Swaray, Abdulai and Kamara, Bai}, month = mar, year = {2021}, doi = {10.5281/zenodo.5652005}, note = {ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2129771:DGE5S596 2405685:RT5H8XNG}, keywords = {\_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://www.google.com/search?q=Sierra+Leone+Series%3A+the+Pikin-to-Pikin+Movement+and+its+focus+on+child+protection%2C+education%2C+nutrition+and+health&oq=Sierra+Leone+Series%3A+the+Pikin-to-Pikin+Movement+and+its+focus+on+child+protection%2C+education%2C+nutrition+and+health&aqs=chrome..69i57j69i64j69i61.181j0j7&sourceid=chrome&ie=UTF-8}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Swaray, Abdulai and Kamara, Prince}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:ARN5G6A2 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @misc{tahi_sierra_2021, title = {Sierra {Leone} series: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health.}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Tahi}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707926}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2129771:R5KV473Q 2405685:FB4FWFP9}, keywords = {\_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{noauthor_sierra_2022, type = {Sandbox {Sprint} {Review}}, title = {Sierra {Leone} {TCPD} {Sandbox} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9NR4RZ98}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = nov, year = {2022}, doi = {10.5281/zenodo.7217149}, note = {ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 2129771:3KQCZEP4 2405685:9NR4RZ98}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @misc{graham_sierra_2021, address = {Teaching Service Commission}, title = {Sierra {Leone} teacher \& school {MIS} developments: {Sierra} {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) and {Teacher} {Records} {Management} ({TRM}) system}, author = {Graham, Hannah}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CZCVZEPG 2339240:KB3DUZXF 2405685:5NEC3AR4}, keywords = {\_C:Sierra Leone SLE}, } @misc{global_partnership_for_education_sierra_nodate, title = {Sierra {Leone}: {The} power of great teaching in times of crisis {\textbar} {Stories} of change}, shorttitle = {Sierra {Leone}}, url = {https://www.globalpartnership.org/results/stories-of-change/sierra-leone-power-great-teaching-times-crisis}, abstract = {The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.}, language = {en}, urldate = {2020-11-25}, author = {{Global Partnership for Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3NBZBQD3 2339240:FF2WVB22 2405685:5IUL2ZH8}, keywords = {\_C:Sierra Leone SLE}, } @misc{oconnor_sierra_2019, title = {Sierra {Leone}: {Transforming} the {Country} through {Innovation}}, url = {https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation}, language = {en}, journal = {UNICEF}, author = {O'Connor, Shane and Zurutuza, Naroa}, year = {2019}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2129771:X8QL3JAV 2405685:XYSCRRC4}, keywords = {\_C:Sierra Leone SLE}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} turns to technology and analytics to put quality back into education}, url = {https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/}, abstract = {Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21\% of theRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = sep, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:CBS45LK8 2405685:Z3DPRDU6}, keywords = {\_C:Sierra Leone SLE}, } @misc{uis_sierra_2019, title = {Sierra {Leone} {\textbar} {UNESCO} {UIS}}, url = {http://uis.unesco.org/en/country/sl}, urldate = {2023-04-18}, author = {UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KUTTX7UH 2486141:UVP3EYNH}, } @article{daly_silenced_2021, title = {Silenced by an {Unknown} {Language}? {Exploring} {Language} {Matching} during {Transitions} from {Complementary} {Education} to {Government} {Schools} in {Ghana}}, volume = {0}, issn = {0305-7925}, shorttitle = {Silenced by an {Unknown} {Language}?}, url = {https://doi.org/10.1080/03057925.2021.1941772}, doi = {10.1080/03057925.2021.1941772}, abstract = {Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.}, number = {0}, urldate = {2023-01-07}, journal = {Compare: A Journal of Comparative and International Education}, author = {Daly, Kieran and Carter, Emma and Sabates, Ricardo}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2129771:37FHTZ9B}, keywords = {Ghana, Mother tongue education, language matching, literacy, multilingualism}, pages = {1--18}, } @article{teixeira_da_silva_silently_2020, title = {Silently withdrawn or retracted preprints related to {Covid}-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations}, volume = {45}, issn = {1468-4527}, shorttitle = {Silently withdrawn or retracted preprints related to {Covid}-19 are a scholarly threat and a potential public health risk}, url = {https://doi.org/10.1108/OIR-08-2020-0371}, doi = {10.1108/OIR-08-2020-0371}, abstract = {Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases.}, number = {4}, urldate = {2021-10-05}, journal = {Online Information Review}, author = {Teixeira da Silva, Jaime A.}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited}, keywords = {Acceptance and rejection, Biomedicine, Correction of the literature, Open access, Peer review, Preprints, Retractions, SARS-CoV-2 virus, Withdrawals}, pages = {751--757}, } @misc{noauthor_sim7600g-h_nodate, title = {{SIM7600G}-{H} {4G} {HAT} ({B})}, url = {https://www.waveshare.com/wiki/SIM7600G-H_4G_HAT_(B)}, language = {en}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WX4368IE 4682641:YWSTFYBT}, } @misc{noauthor_sim800c_nodate, title = {{SIM800C} {GSM}/{GPRS} {HAT}}, url = {https://www.waveshare.com/wiki/SIM800C_GSM/GPRS_HAT}, language = {en}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CX3JHEMK 4682641:4UY9GXE9}, } @book{azevedo_simulating_2020, title = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} {Set} of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {http://hdl.handle.net/10986/33945}, language = {en}, urldate = {2021-06-07}, publisher = {World Bank, Washington, DC}, author = {Azevedo, Joao Pedro and Hasan, Amer and Goldemberg, Diana and Iqbal, Syedah Aroob and Geven, Koen}, month = jun, year = {2020}, doi = {10.1596/1813-9450-9284}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9284 2129771:J2X3SBIM}, keywords = {\_\_\_duplicate\_item}, } @book{azevedo_simulating_2020, series = {Policy {Research} {Working} {Papers}}, title = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} {Set} of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284}, language = {en}, urldate = {2020-08-12}, publisher = {The World Bank}, author = {Azevedo, João Pedro and Hasan, Amer and Goldemberg, Diana and Iqbal, Syedah Aroob and Geven, Koen}, month = jun, year = {2020}, doi = {10.1596/1813-9450-9284}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9284 2129771:4Q7EMJR6 2129771:8M8MV256 2129771:ISL663VZ 2405685:5YLXQ8AN}, keywords = {CORONAVIRUS, COVID-19, DROPOUT RATE, LEARNING LOSS, LEARNING OUTCOMES, PANDEMIC IMPACT, SCHOOL CLOSURE, \_COVID\_DEAA-List, \_\_\_duplicate\_item}, } @article{gachago_singal_2019, title = {Singal, {N}., {Lynch}, {P}. \& {Johansson}, {S}. {T}. (eds) (2019) {Education} and {Disability} in the {Global} {South}}, volume = {46}, issn = {1467-8578}, shorttitle = {Singal, {N}., {Lynch}, {P}. \& {Johansson}, {S}. {T}. (eds) (2019) {Education} and {Disability} in the {Global} {South}}, url = {http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292}, doi = {10.1111/1467-8578.12292}, language = {en}, number = {4}, urldate = {2020-12-10}, journal = {British Journal of Special Education}, author = {Gachago, Violet}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8578.12292 2129771:J3BWMGQK 2339240:EVTHNM88 2405685:3M6AJUNM}, pages = {511--512}, } @article{erbil_sinif_2019, title = {Sınıf Öğretmenlerinin {Eğitimde} {Teknoloji} {Kullanımı}, {Tersine} Çevrilmiş {Sınıf} ve İşbirlikli Öğrenme {Hakkındaki} {Görüşleri} ({Primary} {Teachers}’ {Views} on {Using} {Technology} in {Education}, {Flipped} {Classroom} and {Cooperative} {Learning})}, volume = {18}, doi = {10.17051/ilkonline.2019.527150}, number = {1}, journal = {İlköğretim Online}, author = {Erbil, Deniz Gökçe and Kocabaş, Ayfer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5}, keywords = {\_C:Australia AUS, \_C:Hungary HUN, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {31--51}, } @phdthesis{veloso_sistemas_2016, address = {Aveiro, Portugal}, title = {Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes}, url = {http://www.bts.senac.br/index.php/bts/article/view/18}, abstract = {Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso.}, language = {Portuguese}, school = {Universidade de Aveiro}, author = {Veloso, José Rodrigo Paprotzki and Rodrigues, Marta M Assumpção}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7AR9W9PH 2317526:U7GDHZN3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Angola, CLL:pt, publicImportV1, skills}, } @techreport{unicef_sitan_2017, title = {{SiTan} {St}. {Lucia}}, url = {https://www.unicef.org/easterncaribbean/media/1711/file/SiTan%20St.%20Lucia%20document.pdf}, urldate = {2020-11-10}, institution = {UNICEF Office for the Eastern Caribbean Area}, author = {{UNICEF}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E5PDWNAI 2486141:43GCQU2Z}, } @misc{unicef_situation_2017, title = {Situation {Analysis} of {Children}: {Commonwealth} of {Dominica}}, url = {https://www.unicef.org/easterncaribbean/media/891/file/Situation-Analysis-of-Children-2017.pdf}, urldate = {2020-11-12}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AG5AANQV 2486141:LGH3EVQP}, } @techreport{unicef_situation_2017, address = {Christ Church}, title = {Situation {Analysis} of {Children} in {Grenada}}, url = {https://www.unicef.org/ECA_GRENADA_SitAn_Web.pdf}, urldate = {2020-11-11}, institution = {UNICEF Office for the Eastern Caribbean Area}, author = {{UNICEF}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WQG5N9MX 2486141:W8ECANFW}, } @techreport{unicef_situation_2017, address = {Christ Church}, title = {Situation {Analysis} of {Children} in {Saint} {Vincent} and the {Grenadines}}, language = {English}, urldate = {2020-10-28}, institution = {UNICEF Office for the Eastern Caribbean Area}, author = {{UNICEF}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JREVNCGT 2486141:PAJPMM92}, keywords = {⛔ No DOI found}, } @techreport{unesco_situational_2018, title = {Situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in {Malawi}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261725}, number = {2}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D5CSHG6W 2317526:WTUD4266}, } @misc{noauthor_sixieme_nodate, title = {Sixième {Colloque} du {RAIFFET} à {Koudougou} au {Burkina} {Faso}}, url = {https://raiffet2020.sciencesconf.org/}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ICLB5D4Z 2317526:IGTK5UC6}, } @article{ayentimi_skilled_2018, title = {Skilled labour shortage: a qualitative study of {Ghana}’s training and apprenticeship system}, volume = {21}, issn = {1367-8868, 1469-8374}, shorttitle = {Skilled labour shortage}, url = {https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881}, doi = {10.1080/13678868.2018.1447881}, abstract = {The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The findings point to a training mismatch, lack of regulations and ineffective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the firms’ ability to find skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.}, language = {en}, number = {5}, journal = {Human Resource Development International}, author = {Ayentimi, Desmond Tutu and Burgess, John and Dayaram, Kantha}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2018.1447881 10/gf62j4 2129771:7CCEGI9P 2129771:VR5IUN53 2317526:77W3HCTM LOCAL-SCOPUS\_ID:85044955362}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing context, F:regulation, P:social, R:impact, R:qualitative, T:Lehrlingsausbildung, T:Training, T:vocational skills, Z:Skilled labour shortages, Z:social partnership, Z:training and apprenticeship systems, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {406--424}, } @misc{world_bank_skills_nodate, type = {Text/{HTML}}, title = {Skills {Development} {TVET}}, url = {https://www.worldbank.org/en/programs/paset/brief/skills-developmenttvet}, abstract = {A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region.}, language = {en}, urldate = {2020-08-07}, journal = {World Bank}, author = {World Bank}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:GTNBZ4VK}, } @book{powell_skills_2019, address = {Abingdon, Oxon; New York, NY: Routledge, 2019.}, edition = {1}, title = {Skills for {Human} {Development}: {Transforming} {Vocational} {Education} and {Training}}, isbn = {978-1-315-65759-2}, shorttitle = {Skills for {Human} {Development}}, url = {https://www.taylorfrancis.com/books/9781317328520}, language = {en}, urldate = {2020-02-01}, publisher = {Routledge}, author = {Powell, Lesley and McGrath, Simon}, month = mar, year = {2019}, doi = {10.4324/9781315657592}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315657592 2129771:X73RAZEW 2317526:J6XIBZVV}, } @article{mcgrath_skills_2016, title = {Skills for sustainable development: {Transforming} vocational education and training beyond 2015}, volume = {50}, shorttitle = {Skills for sustainable development}, doi = {10.1016/j.ijedudev.2016.05.006}, journal = {International Journal of Educational Development}, author = {McGrath, Simon and Powell, Lesley}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.05.006 2129771:RBRPGUZ4 2317526:A9RZYEPJ}, pages = {12--19}, } @misc{dit_uganda_skills_2018, title = {Skills {Training} \& {Certification} for {Refugees} in {Uganda}}, url = {https://www.youtube.com/watch?v=CXzqBDy9dFE&feature=youtu.be}, abstract = {Skills Training \& Certification for Refugees in Uganda}, urldate = {2020-05-27}, author = {DIT Uganda}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WNHI7AW7 2317526:QAJFVDDB}, } @misc{noauthor_sl_nodate, title = {{SL} {News} {Blogs} unboxes our \#{KaiOS} {Smartphone}}, url = {https://www.facebook.com/AfricellSierraLeone/posts/pfbid0nCArXJGo4qZu3Rvp3q1a6a3aQvvtJCg3AnmbGKx9whzjYDjQU6s5KtvTeETJsjmKl}, abstract = {SL News Blogs unboxes our \#KaiOS Smartphone. Hurry up and visit any \#AfricellSL shop nationwide, and get yourself a \#KAIOS Smartphone 📱. \#AfricellServices \#WeAreAfricell...}, language = {en}, urldate = {2022-09-21}, } @techreport{noauthor_sle_africell_report_v1-2_dec20pdf_nodate, title = {sle\_africell\_report\_v1-2\_dec20.pdf}, url = {https://www.flowminder.org/media/vg5ov5s5/sle_africell_report_v1-2_dec20.pdf}, urldate = {2021-03-18}, } @mastersthesis{guldvik_smarter_2018, title = {Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying}, shorttitle = {Smarter without smartphones?}, author = {Guldvik, Maria Køber and Kvinnsland, Ingvild}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:C7NSYWY7}, keywords = {\_C:Colombia COL, \_C:France FRA, \_C:Norway NOR, \_C:Romania ROU, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{shrunkhla_smarttab_2019, title = {{SmartTab}: {A} {Design} \& {Implementation} of {Tablet} for {Learning} {Purposes} based on {PyQT} framework}, shorttitle = {{SmartTab}}, booktitle = {2019 {IEEE} {International} {Conference} on {Electrical}, {Computer} and {Communication} {Technologies} ({ICECCT})}, publisher = {IEEE}, author = {Shrunkhla, Iti and Tripathi, Bramha Swaroop and Reddy, S. R. N.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JVLCYPF3}, keywords = {\_\_C:filed:1, ❓ Multiple DOI}, pages = {1--7}, } @article{radwan_social_2020, title = {Social and {Economic} {Impact} of {School} {Closure} during the {Outbreak} of the {COVID}-19 {Pandemic}: {A} {Quick} {Online} {Survey} in the {Gaza} {Strip}}, volume = {5}, issn = {24684929}, shorttitle = {Social and {Economic} {Impact} of {School} {Closure} during the {Outbreak} of the {COVID}-19 {Pandemic}}, url = {https://www.pedagogicalresearch.com/article/social-and-economic-impact-of-school-closure-during-the-outbreak-of-the-covid-19-pandemic-a-quick-8254}, doi = {10.29333/pr/8254}, abstract = {In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1\%) were supportive of the school closure, whereas only 11.9\% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5\% of the school student visited relatives, 8.5\% went to public places, and 3.4\% went to parents’ workplaces. Overall, 25.4\% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6\%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9\% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.}, language = {en}, number = {4}, urldate = {2020-08-12}, journal = {Pedagogical Research}, author = {Radwan, Afnan and Radwan, Eqbal}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/pr/8254 2129771:SW4F8SC4}, keywords = {\_\_C:filed:1}, pages = {em0068}, } @article{brown_social_2020, title = {Social {Annotation} and an {Inclusive} {Praxis} for {Open} {Pedagogy} in the {College} {Classroom}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.561/}, doi = {10.5334/jime.561}, abstract = {Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Brown, Monica and Croft, Benjamin}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.561 2129771:PPSWWBBA 2447227:42FAJCZM}, keywords = {\_\_C:filed:1, annotation, critical social annotation, inclusive, open pedagogical practices, open pedagogy}, pages = {8}, } @article{kalir_social_2020, title = {Social annotation enabling collaboration for open learning}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1757413}, doi = {10.1080/01587919.2020.1757413}, abstract = {Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Kalir, Jeremiah H.}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757413}, keywords = {annotation, collaboration, computer-supported collaborative learning, open educational practices (OEP), social design experiment}, pages = {245--260}, } @book{comim_social_2024, title = {Social {Choice}, {Agency}, {Inclusiveness} and {Capabilities}}, isbn = {978-1-00-923270-8}, url = {https://www.cambridge.org/core/books/social-choice-agency-inclusiveness-and-capabilities/A57BB5D00D89B563D4B59B8A5EE4EEDB}, abstract = {The capability approach is a versatile framework rooted on issues of justice and multidimensional assessment of quality of life developed in the 1980s as an alternative approach to prevailing mainstream development ideas focused narrowly on economic development. Most closely associated with the work of Amartya Sen, it has become of great interest to development scholars from a variety of different disciplines. Much has already been done exploring the conceptual foundations of the capability approach and discussing Sen's contribution to the field, but few books have explored the links between social choice (another field with rich contributions by Sen) and human development issues. Featuring many of the world's leading experts on social choice theory and capability indicators, Social Choice, Agency, Inclusiveness and Capabilities combines these interrelated themes into one volume and fully explores the relevance of social choice to human development.}, language = {en}, publisher = {Cambridge University Press}, author = {Comim, Flavio and Anand, P. B. and Fennell, Shailaja}, month = mar, year = {2024}, note = {Google-Books-ID: PBrxEAAAQBAJ}, keywords = {Business \& Economics / Development / Economic Development, Social Science / Sociology / General}, } @techreport{kaiser_social_2017, title = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Kaiser, Franz and Krugmann, Susann}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MZMQHYT6 2317526:R7T3YDRK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Egypt, CLL:en, publicImportV1, ⛔ No DOI found}, } @book{kaiser_social_2018, title = {Social {Dimensions} and {Participation} in {Vocational} {Education} and {Training} - {Special} {Issue}}, url = {http://www.ijrvet.net/index.php/IJRVET/article/view/357}, abstract = {IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".}, language = {en}, urldate = {2019-01-02}, editor = {Kaiser, Franz and Krugmann, Susann}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IQ3RIKM7 2249382:BMMGMTSL 2317526:N44CND95}, } @article{durley_social_2019, title = {Social {Discourse} {Influencing} {Elementary} {Teachers}' {Cognition} and {Metacognition} for {Problem} {Solving} in {Open}-{Ended} {Professional} {Development}.}, volume = {22}, number = {1}, journal = {New Waves-Educational Research and Development Journal}, author = {Durley, Hui-Chen K. and Ge, Xun}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FU3RQMRM}, keywords = {\_C:Mexico MEX, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {55--71}, } @article{m_social_2020, title = {Social economic impact of {COVID}-19 outbreak in {India}}, volume = {ahead-of-print}, issn = {1742-7371}, url = {https://doi.org/10.1108/IJPCC-06-2020-0053}, doi = {10.1108/IJPCC-06-2020-0053}, abstract = {Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19.}, number = {ahead-of-print}, urldate = {2020-08-12}, journal = {International Journal of Pervasive Computing and Communications}, author = {M., Sandeep Kumar and V., Maheshwari and J., Prabhu and M., Prasanna and P., Jayalakshmi and P., Suganya and M.B., Benjula Anbu Malar and Jothikumar, R.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/IJPCC-06-2020-0053 2129771:WKL3YUKK}, keywords = {COVID-19, Implication, Industry, IoT and wearable devices, Socio-economic growth}, } @incollection{blackwell_social_2020, title = {Social {Hazards} or {Helpers}?: {The} {Role} of {Mobile} {Media} in {Early} {Childhood} {Social} {Development}}, shorttitle = {Social {Hazards} or {Helpers}?}, booktitle = {Mobile {Learning} {Applications} in {Early} {Childhood} {Education}}, publisher = {IGI Global}, author = {Blackwell, Courtney K.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZ22D3PR}, keywords = {\_\_C:filed:1}, pages = {281--301}, } @article{mapoma_social_2012, title = {Social isolation and aging in {Zambia}: examining the possible predictors}, volume = {2012}, shorttitle = {Social isolation and aging in {Zambia}}, url = {https://www.hindawi.com/journals/jar/2012/537467/abs/}, doi = {10.1155/2012/537467}, urldate = {2023-12-05}, journal = {Journal of Aging Research}, author = {Mapoma, Christopher Chabila and Masaiti, Gift}, year = {2012}, note = {Publisher: Hindawi}, } @article{chivunda_social_2023, title = {Social {Justice} and {Diversity} in {Zambia}: {The} {Role} of {Civic} {Education} and {Teachers}}, volume = {48}, issn = {2581-6268}, shorttitle = {Social {Justice} and {Diversity} in {Zambia}}, url = {https://doi.org/10.9734/ajess/2023/v48i41090}, doi = {10.9734/ajess/2023/v48i41090}, abstract = {This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.}, language = {en}, number = {4}, urldate = {2023-11-28}, journal = {Asian Journal of Education and Social Studies}, author = {Chivunda, Kaumba and Kabombwe, Yvonne and Mwanza, Christine and Mupeta, Sydney}, month = sep, year = {2023}, note = {Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D}, pages = {112--120}, } @article{tang_social_2020, title = {Social {Justice} and {K}-12 {Teachers}’ {Effective} {Use} of {OER}: {A} {Cross}-{Cultural} {Comparison} by {Nations}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Social {Justice} and {K}-12 {Teachers}’ {Effective} {Use} of {OER}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.576/}, doi = {10.5334/jime.576}, abstract = {Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Tang, Hengtao and Bao, Yu}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF}, keywords = {K-12 teachers, cultural dimensions, exploratory research, open educational resources, second-level digital divide, social justice, stepwise logistic regression}, pages = {9}, } @article{goodyear_social_2019, title = {Social media and teacher professional learning communities}, volume = {24}, issn = {1740-8989}, url = {https://doi.org/10.1080/17408989.2019.1617263}, doi = {10.1080/17408989.2019.1617263}, abstract = {Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – \#pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of \#pechat that developed learning and practice. The first theme engagement shows how different participants of \#pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of \#pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that \#pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.}, number = {5}, urldate = {2021-06-25}, journal = {Physical Education and Sport Pedagogy}, author = {Goodyear, Victoria A. and Parker, Melissa and Casey, Ashley}, month = sep, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17408989.2019.1617263}, keywords = {Communities of practice, constructivism, professional learning, situated learning}, pages = {421--433}, } @article{van_zoonen_social_2016, title = {Social media research: {The} application of supervised machine learning in organizational communication research.}, volume = {63}, issn = {0747-5632}, shorttitle = {Social media research}, url = {https://www.sciencedirect.com/science/article/pii/S0747563216303557}, doi = {10.1016/j.chb.2016.05.028}, abstract = {Despite the online availability of data, analysis of this information in academic research is arduous. This article explores the application of supervised machine learning (SML) to overcome challenges associated with online data analysis. In SML classifiers are used to categorize and code binary data. Based on a case study of Dutch employees’ work-related tweets, this paper compares the coding performance of three classifiers, Linear Support Vector Machine, Naïve Bayes, and logistic regression. The performance of these classifiers is assessed by examining accuracy, precision, recall, the area under the precision-recall curve, and Krippendorf’s Alpha. These indices are obtained by comparing the coding decisions of the classifier to manual coding decisions. The findings indicate that the Linear Support Vector Machine and Naïve Bayes classifiers outperform the logistic regression classifier. This study also compared the performance of these classifiers based on stratified random samples and random samples of training data. The findings indicate that in smaller training sets stratified random training samples perform better than random training samples, in large training sets (n = 4000) random samples yield better results. Finally, the Linear Support Vector Machine classifier was trained with 4000 tweets and subsequently used to categorize 578,581 tweets obtained from 430 employees.}, urldate = {2024-01-18}, journal = {Computers in Human Behavior}, author = {van Zoonen, Ward and van der Meer, G. L. A., Toni}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2016.05.028 2129771:MKTC4W7W 2486141:76UY38KV 2486141:Z3EJXP2U}, keywords = {Communication research, Content analysis, Supervised machine learning, Twitter}, pages = {132--141}, } @article{barry_social_2023, chapter = {Health}, title = {Social {Media} {Use} {Is} {Linked} to {Brain} {Changes} in {Teens}, {Research} {Finds}}, issn = {0362-4331}, url = {https://www.nytimes.com/2023/01/03/health/social-media-brain-adolescents.html}, abstract = {Teens who frequently checked social media showed an increasing sensitivity to peer feedback, although the cause of the changes was not clear.}, language = {en-US}, urldate = {2023-02-01}, journal = {The New York Times}, author = {Barry, Ellen}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:JTJ78WVI 4804264:WGTTGI6L}, keywords = {Brain, Children and Childhood, Facebook Inc, Final\_citation, Instagram Inc, JAMA Pediatrics (Journal), Mental Health and Disorders, Social Media, Teenagers and Adolescence, anystyle, existing, your-feed-health, your-feed-science, ⛔ No DOI found}, } @techreport{better_purpose_social_nodate, title = {Social mobility landscape review - {Full} report}, url = {https://www.betterpurpose.co/_files/ugd/6a0d81_6d8ad0908c1e4f649b9d82ab9d8fb2af.pdf}, urldate = {2022-09-28}, author = {{Better purpose}}, keywords = {education, social mobility}, } @techreport{better_purpose_social_2021, title = {Social mobility landscape review - {Summary} report}, url = {https://www.betterpurpose.co/_files/ugd/6a0d81_8df198bd7641486195da1ea90a293bf7.pdf}, urldate = {2022-09-28}, author = {{Better purpose}}, year = {2021}, keywords = {education}, } @article{wasserman_social_1994, title = {Social {Network} {Analysis}}, url = {https://docs.edtechhub.org/lib/E2GTJVVQ}, doi = {10.1017/CBO9780511815478}, language = {en-GB}, urldate = {2024-03-04}, author = {Wasserman, S. and Faust, K.}, year = {1994}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/CBO9780511815478 4804264:DNZD6D4F}, keywords = {Final\_citation}, } @techreport{kidd_social_2019, type = {Working {Paper}}, title = {Social {Protection} and {Disability} in {Rwanda}}, url = {https://www.developmentpathways.co.uk/wp-content/uploads/2019/08/Social-Protection-and-Disability-in-Rwanda.pdf}, urldate = {2022-10-21}, author = {Kidd, Stephen and Kabare, Krystle}, month = aug, year = {2019}, } @misc{devereux_social_2020, title = {Social protection responses to the {COVID}-19 lockdown in {South} {Africa}}, url = {http://theconversation.com/social-protection-responses-to-the-covid-19-lockdown-in-south-africa-134817}, abstract = {Several groups of people are at high risk of hardship, especially those who have effectively become unemployed because of the lockdown.}, language = {en}, urldate = {2020-04-20}, journal = {The Conversation}, author = {Devereux, Stephen}, month = apr, year = {2020}, note = {Library Catalog: theconversation.com KerkoCite.ItemAlsoKnownAs: 2129771:T2BWADVF}, } @article{greenhow_social_2019, title = {Social scholarship revisited: {Changing} scholarly practices in the age of social media}, volume = {50}, shorttitle = {Social scholarship revisited}, doi = {10.1111/bjet.12772}, number = {3}, journal = {British Journal of Educational Technology}, author = {Greenhow, Christine and Gleason, Benjamin and Staudt Willet, K. Bret}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12772 10/gf62hn 2129771:4HA2UUNT 2129771:DSW48TVN}, keywords = {\_\_C:filed:1}, pages = {987--1004}, } @article{bolton_social_2018, title = {Social {Services} {Budgeting} in {Southern} {Africa}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14231}, abstract = {It is not possible to do a formal comparison of budget allocations within social services in different countries with the data identified. The data from different countries are from different sources and different years and budget allocations are measured and reported in different ways. There are even some discrepancies from different sources on the same country. The data reported here, however, can be used to give a broad impression of the amounts of social budgets apportioned to wages for comparison. High wage bills for general government expenditure has been highlighted as problematic in recent years and a focus for development reform across different sectors. The concern of this query was the amount of budgets spent on employment within health, education and social protection services. Budget apportioned to other areas of services is more difficult to compare as reporting is not uniform. Some reports describe data on other allocations more specifically, such as amount apportioned to infrastructure, supplies, equipment, and donor development. And some are described more broadly eg. Other recurrent transactions. A balance between funding for different areas is required for optimising services. For example, a well-staffed health facility requires equipment and infrastructure with which to function and conversely a well-equipped facility needs trained staff to deliver the services (UNICEF, 2017a). This rapid review draws on literature on social services budgeting in Southern Africa by drawing samples from Zambia, Malawi, Botswana, Mozambique and South Africa by focusing on three key services including Health, Education and Social Protection.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = dec, year = {2018}, note = {Accepted: 2019-01-04T16:10:02Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:WWE6U6U3 4869029:TPMTAH2P}, keywords = {⛔ No DOI found}, } @article{moobola_social_2020, title = {Social {Studies} {Curriculum} at the {Crossroads}: {Implementation} of the {Secondary} {School} {Social} {Studies} {Curriculum} in {Chingola} {District} of {Zambia}}, shorttitle = {Social {Studies} {Curriculum} at the {Crossroads}}, url = {http://oapub.org/edu/index.php/ejes/article/view/2997}, urldate = {2023-12-06}, journal = {European Journal of Education Studies}, author = {Moobola, Larry and Mulenga, Innocent Mutale}, year = {2020}, keywords = {⛔ No DOI found}, } @article{dahya_social_2019, title = {Social support networks, instant messaging, and gender equity in refugee education}, volume = {22}, doi = {10.1080/1369118X.2019.1575447}, number = {6}, journal = {Information, Communication \& Society}, author = {Dahya, Negin and Dryden-Peterson, Sarah and Douhaibi, Dacia and Arvisais, Olivier}, year = {2019}, note = {ISBN: 1369-118X Publisher: Taylor \& Francis}, pages = {774--790}, } @article{kreitzer_social_2009, title = {Social {Work} in {Ghana}: {A} {Participatory} {Action} {Research} {Project} {Looking} at {Culturally} {Appropriate} {Training} and {Practice}}, doi = {10.1080/02615470802109973}, abstract = {Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa.}, language = {en}, journal = {Social Work Education}, author = {Kreitzer, Linda and Abukari, Ziblim and Antonio, Patience and Mensah, Johanna and Kwaku, Afram}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02615470802109973 10/cr52q8 2129771:TFSF8YSL 2317526:TCEBIBJZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, P:culture, P:social, T:Ausbildung, Z:Localization, Z:Participatory Action Research, Z:Social Work, Z:Social Work Curriculum, \_C:Ghana GHA, publicImportV1}, } @inproceedings{tudunwada_socio_2016, address = {Kano}, title = {Socio – {Economic} {Analysis} of {Farmers} in the {Dalili} {Sector} of {KRIP}}, language = {en}, booktitle = {Second {International} {Conference} on {Drylands}, 12th – 16th {December}}, publisher = {Bayero University}, author = {Tudunwada, I.Y. and Mustapha, A.}, year = {2016}, keywords = {⛔ No DOI found}, pages = {978 -- 978 -- 8203 -- 57 -- 5, 22 -- 25}, } @article{tudunwada_socio_2009, title = {Socio – {Economic} and {Environmental} {Factors} {Influencing} {Fertilizer} {Practice} {Among} {Farmers} in the {Kano} {Close} {Settled} {Zone}}, volume = {1}, language = {en}, number = {2}, journal = {Bayero Journal of Interdisciplinary Studies}, author = {Tudunwada, I.Y. and Essiet, E.U.}, year = {2009}, keywords = {⛔ No DOI found}, pages = {250 -- 275}, } @article{madusolumuo_sociocultural_nodate, title = {Sociocultural factors of malnutrition among under-fives in {Adamawa} state, {Nigeria}}, volume = {12}, language = {en}, journal = {Nutrition and Health}, author = {MADUSOLUMUO, M.A. and Akogun, Oladele B}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PLHECRCF 2129771:XZZTL5JW 2486141:Y7M6PAPB}, keywords = {⛔ No DOI found}, pages = {237--262}, } @article{flack_socioeconomic_nodate, title = {Socioeconomic {Disparities} in {Australian} {Schooling} {During} the {Covid}-19 {Pandemic}}, language = {en}, author = {Flack, Dr Clare Buckley and Walker, Dr Lyndon and Bickerstaff, Amanda and Margetts, Cara}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N36GLLUJ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {36}, } @book{garcia_socioeconomic_2022, title = {Socioeconomic inclusion during an era of online education}, publisher = {IGI Global}, author = {Garcia, Manuel B.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N6RXUJT7}, } @article{harrison_software_2020, title = {Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation}, volume = {20}, issn = {1471-2288}, shorttitle = {Software tools to support title and abstract screening for systematic reviews in healthcare}, url = {https://doi.org/10.1186/s12874-020-0897-3}, doi = {10.1186/s12874-020-0897-3}, abstract = {Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T\&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T\&Ab screening for systematic reviews within healthcare research.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {BMC Medical Research Methodology}, author = {Harrison, Hannah and Griffin, Simon J. and Kuhn, Isla and Usher-Smith, Juliet A.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2129771:7JIHF79S 2129771:7UBSU78W 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3}, keywords = {Feature analysis, Screening, Software tools, Systematic reviews, Title and abstract, \_Added-ailr-2024}, pages = {7}, } @article{mbama_solid_2023, title = {Solid waste recycling within higher education in developing countries: a case study of the {University} of {Lagos}}, volume = {25}, issn = {1611-8227}, shorttitle = {Solid waste recycling within higher education in developing countries}, url = {https://doi.org/10.1007/s10163-022-01569-5}, doi = {10.1007/s10163-022-01569-5}, abstract = {To create a truly circular economy requires a shift from the traditional view of waste disposal to one of resource management. This is particularly important in developing countries, where municipal waste generation is increasing, and efficient recovery of economic value from waste is rarely achieved. Conducted in the University of Lagos (UoL), Nigeria, this study investigated the efficiency of a recycling scheme with the goal of making recommendations to improve the process. UoL’s recycling policy centers around source segregation of waste into color-coded bins. Waste audit was carried out using the output method and interviews were conducted with staff from the waste management team to understand practices on campus. Substantial contamination of colored bins with non-target material was observed. Organics (30\%), mixed plastics (28\%) and paper (24\%) were the most abundant materials, hence have the greatest potential for recovery, and income generation, if segregation rates could be improved. Despite its recycling policy and infrastructure, 99\% of UoL waste was going to landfill. Poor policy implementation results in low recovery rates. Targeted waste reduction and increased material recovery would enhance efficiency. Improved awareness of recycling benefits, in addition to policy enforcement, could serve as tools to increase stakeholder participation in recycling.}, language = {en}, number = {2}, urldate = {2024-03-13}, journal = {Journal of Material Cycles and Waste Management}, author = {Mbama, Charles A. and Otegbulu, Austin and Beverland, Iain and Beattie, Tara K.}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10163-022-01569-5 2129771:X8BH3929 2486141:GNQIVMDB}, keywords = {Municipal solid waste, Recycling, Waste characterization}, pages = {886--898}, } @misc{noauthor_interesting_2020, title = {Some interesting papers on {SEND}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:873M9YX7}, keywords = {\_r:ImportedToMyEducationEvidence}, } @article{akogun_social_1989, title = {Some {Social} aspects of helminthiasis in {Gumau} {District} of {Bauchi} state, {Nigeria}}, language = {en}, journal = {Journal of Tropical Medicine and Hygiene (ENGLAND}, author = {AKOGUN, O.B.}, year = {1989}, keywords = {⛔ No DOI found}, pages = {92 193--196}, } @article{akogun_social_1989, title = {Some {Social} aspects of helminthiasis in {Gumau} {District} of {Bauchi} state, {Nigeria}}, language = {en}, journal = {Journal of Tropical Medicine and Hygiene (ENGLAND}, author = {Akogun, Oladele B}, year = {1989}, keywords = {⛔ No DOI found}, pages = {92 193--196}, } @inproceedings{noauthor_trace_nodate, title = {Some {Trace} and {Heavy} {Metals} in the {Soils} of {Challawa} {Industrial} {Estate}, {Kano}}, language = {en}, booktitle = {31st {Annual} {Conference} of {Soil} {Science} {Society} of {Nigeria}. 13th}, keywords = {⛔ No DOI found}, } @article{uris_sound_2006, title = {Sound insulation of double frame partitions with an internal gypsum board layer}, volume = {67}, copyright = {https://www.elsevier.com/tdm/userlicense/1.0/}, issn = {0003682X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0003682X05001799}, doi = {10.1016/j.apacoust.2005.11.006}, language = {en}, number = {9}, urldate = {2024-03-27}, journal = {Applied Acoustics}, author = {Uris, Antonio and Bravo, Jose Maria and Gomez-Lozano, Vicente and Ramirez, Patricio and Llinares, Jaime}, month = sep, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.apacoust.2005.11.006 2129771:2ZBKZEYN 5072953:KBJ3TGBA}, pages = {918--925}, } @article{odumade-salako_sources_2019, series = {Journal}, title = {Sources, {Format} {Preference} and {Challenges} of {Accessing} {TVET} {Information} among the {Engineering} {Students} of the {Federal} {Polytechnic} {Ede}, {Osun} {State}, {Nigeria}}, abstract = {The study focused on sources, format preference and challenges faced by the engineering students of the Federal Polytechnic Ede, Osun State in accessing Technical and Vocational Education and Training (TVET) information resources. The study adopted a survey method. Questionnaire was administered on a sample size of 379 students selected from the School of Engineering of the Federal Polytechnic, Ede, from a population of 7400 students through a stratified sampling technique. 306 sets of questionnaire were returned and valid for analysis, representing 80.74\% return rate. The study discovered that personal collections, Internet and colleagues were the three most used sources of accessing TVET information among the students. Also majority of the respondents preferred TVET information sources in electronic format to print resources and reasons attributed to this include ability to interact with the source and search within texts; and round-the-clock, easy, cheap and remote accessibility. Also, the respondents experienced several challenges in accessing TVET information which include high cost of accessing information, poor attitudes of library staff and lack of awareness of TVET information sources. The study recommends among others that the Institution Library should reposition itself to be the first point of call for information among the students, and also acquire more eresources and improve accessibility to the resources. There is also the need to re-orientate the library staff, especially the front desk staff on staff-customer relations as well as teaching information literacy skills to the students to solve the problems associated with information retrieval.}, journal = {Library Philosophy and Practice}, author = {Odumade-Salako, Adepero Olajumoke and Federal Polytechnic Ilaro Library, Nigeria, Ogun State and Amusan, Blessing Babawale}, editor = {Odumade-Salako, Ogun State, Nigeria, Adepero Olajumoke; Federal Polytechnic Ilaro Library}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7BRRE9Y9 2129771:9UKTGH5X 2129771:IG77CIHC 2129771:WUINX6C4}, keywords = {⛔ No DOI found}, } @article{atari_south_2015, title = {South {Sudan}: {Stakeholders}' {Views} of {Technical} and {Vocational} {Education} and {Training} and a {Framework} for {Action}}, doi = {10.1080/13636820.2014.983954}, abstract = {The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Atari, Dominic Odwa and McKague, Kevin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2014.983954 10/gf62kn 2129771:G6A8NRB8 2317526:IJGURK8V}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Sudan, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:attitude, F:curriculum, P:services, P:social, R:focus groups, R:interview, R:observation, R:qualitative, T:TVET, T:Training, Z:Attitudes, Z:Curriculum Development, Z:Delivery Systems, Z:Educational History, Z:Focus Groups, Z:Foreign Countries, Z:Skills, Z:Stakeholders, Z:Technical Education, Z:Vocational Education, \_\_C:filed:1, publicImportV1}, } @misc{noauthor_southern_nodate, title = {Southern {African} {Science} {Service} {Centre} for {Climate} {Change} and {Adaptive} {Land} {Management} {\textbar} {Home}}, url = {http://www.sasscal.org/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:347WTEMJ 2317526:8M2F6BZW}, } @misc{submarine_cable_map_southern_2020, title = {Southern {Caribbean} {Fiber}}, url = {https://www.submarinecablemap.com/#/submarine-cable/southern-caribbean-fiber}, urldate = {2020-12-21}, journal = {Submarine Cable Map}, author = {{Submarine Cable Map}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SRECWPXY 2486141:LKJC6KQD}, } @article{inantsy_pap_sowing_2015, title = {"{Sowing} {Seeds}" and {Its} {Efficiency}. {Case} {Study} about the {Tanoda} {Programme} of the {Greek} {Catholic} {Church} in the {Huszár} {District} in {Nyíregyháza} ({Hungary})}, volume = {5}, url = {http://193.16.218.141/acta-social/C5-2/social52-02.pdf}, abstract = {The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the number of grant opportunities. Scientific interest in the effectiveness of compensatory/ remedial education programmes, and thus tanodas, increased enormously (Lányi 2008, Krémer 2008, Fejes 2014, etc.). Our case study examines the operation of a church-run tanoda in one of the most disadvantaged regions of the country, in an area with Roma majority population in a county seat Local children from 12 elementary schools go to this institution, primarily for remedial education and talent development We conducted our research in the autumn of 2014 at the request of the Hungarian Institute for Educational Research and Development (OFI), as members of the CHERDHungary research group. Our findings are based on the content analysis of the operational documents of the Tanoda (Organizational and Operational Regulations, House Rules, Pedagogical Programme), the analysis of the interviews with the teachers at the Tanoda (English teacher, Hungarian language and literature teacher, identity development coach, personal development coach, teacher of self-knowledge-spiritual guide, and the professional supervisor), and on the data from a focus group interview with 9 children from the Tanoda . Everyone expressing their opinion about the operation of the Tanoda confirmed that the complex activities of the Tanoda do not only help children to catch up, avoid dropping out of school, and even form plans about further education, but they also provide spiritual, psychological, and mental support to the children The environment provided by the Tanoda enables students to realize their human dignity and shape their everyday life, relationships, and future.}, number = {2}, urldate = {2020-11-17}, journal = {Acta Universitatis Sapientiae. Social Analysis}, author = {Inántsy Pap, Ágnes and Morvai, Laura}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FYL7LIZ2 2486141:NHDZ9YFH}, keywords = {\_Added to LR, \_T:reviewed, ⛔ No DOI found}, pages = {127--143}, } @misc{noauthor_sparkfun_nodate, title = {{SparkFun} {Nano} {Power} {Timer} - {TPL5110} - {PRT}-15353 - {SparkFun} {Electronics}}, url = {https://www.sparkfun.com/products/15353}, urldate = {2023-04-30}, } @article{gove_sparking_2017, title = {Sparking a {Reading} {Revolution}: {Results} of {Early} {Literacy} {Interventions} in {Egypt} and {Jordan}}, volume = {2017}, doi = {10.1002/cad.20194}, abstract = {This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.}, number = {155}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Brombacher, Arnout and Ward-Brent, Michelle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20194 2129771:9ZLRFHN8 2486141:RE3CG34D}, keywords = {\_Added to LR, \_T:reviewed}, pages = {97--115}, } @inproceedings{frantar_sparsegpt_2023, title = {{SparseGPT}: {Massive} {Language} {Models} {Can} be {Accurately} {Pruned} in {One}-{Shot}}, shorttitle = {{SparseGPT}}, url = {https://proceedings.mlr.press/v202/frantar23a.html}, abstract = {We show for the first time that large-scale generative pretrained transformer (GPT) family models can be pruned to at least 50\% sparsity in one-shot, without any retraining, at minimal loss of accuracy. This is achieved via a new pruning method called SparseGPT, specifically designed to work efficiently and accurately on massive GPT-family models. We can execute SparseGPT on the largest available open-source models, OPT-175B and BLOOM-176B, in under 4.5 hours, and can reach 60\% unstructured sparsity with negligible increase in perplexity: remarkably, more than 100 billion weights from these models can be ignored at inference time. SparseGPT generalizes to semi-structured (2:4 and 4:8) patterns, and is compatible with weight quantization approaches. The code is available at: https://github.com/IST-DASLab/sparsegpt.}, language = {en}, urldate = {2024-02-24}, booktitle = {Proceedings of the 40th {International} {Conference} on {Machine} {Learning}}, publisher = {PMLR}, author = {Frantar, Elias and Alistarh, Dan}, month = jul, year = {2023}, note = {ISSN: 2640-3498}, pages = {10323--10337}, } @article{hussein_spatial_2020, title = {{SPATIAL} {ANALYSIS} {OF} {SCHOOL} {USING} {GEOGRAPHIC} {INFORMATION} {SYSTEM} ({GIS}) {CASE} {STUDY} {AL}-{JIHAD} {SCOTER}}, abstract = {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.}, language = {en}, author = {Hussein, Aseel Mezher and Mohameed, Asifa Jasim}, year = {2020}, keywords = {⛔ No DOI found}, pages = {17}, } @inproceedings{tudunwada_spatial_2016, address = {Minna}, title = {Spatial {Assessment} of {Heavy} {Metals} in {The} {Irrigated} {Area} of {Dalili} {Sector} of {Kano} {River} {Irrigation} {Project} ({KRIP}}, language = {en}, booktitle = {37th {AGM} and {Annual} {Conference} of {Nigerian} {Institution} of {Agricultural} {Engineers}}, publisher = {Niger State}, author = {Tudunwada, I.Y. and Maina, M.M.}, year = {2016}, keywords = {⛔ No DOI found}, pages = {4 --}, } @article{amin_spatial_2019, title = {Spatial {Distribution} of {Soil} {Cationic} {Micronutrients} along {Rainfall} {Gradient} in {Sorghum}-{Based} {Cropping} {System} in {Sudano} {Sahelian} {Zone} of {Nigeria}. {ISSN}: 2350-0328}, volume = {6}, language = {en}, number = {ue 1}, journal = {International Journal of Advanced Research in Science, Engineering and Technology}, author = {Amin, M.A. and Omar, G. and Tudunwada, I.Y.}, year = {2019}, keywords = {⛔ No DOI found}, } @article{wardrop_spatially_2018, title = {Spatially disaggregated population estimates in the absence of national population and housing census data}, volume = {115}, copyright = {Copyright © 2018 the Author(s). Published by PNAS.. http://creativecommons.org/licenses/by/4.0/This open access article is distributed under Creative Commons Attribution License 4.0 (CC BY).}, issn = {0027-8424, 1091-6490}, url = {https://www.pnas.org/content/115/14/3529}, doi = {10.1073/pnas.1715305115}, abstract = {Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data.}, language = {en}, number = {14}, urldate = {2021-03-18}, journal = {Proceedings of the National Academy of Sciences}, author = {Wardrop, N. A. and Jochem, W. C. and Bird, T. J. and Chamberlain, H. R. and Clarke, D. and Kerr, D. and Bengtsson, L. and Juran, S. and Seaman, V. and Tatem, A. J.}, month = apr, year = {2018}, pmid = {29555739}, note = {Publisher: National Academy of Sciences Section: Perspective}, keywords = {census, geostatistics, population, remote sensing, surveys}, pages = {3529--3537}, } @techreport{organisation_of_eastern_caribbean_states_special_2022, address = {St. Lucia}, type = {Academic {Recovery} {Programme} {Phase} {II}}, title = {Special {COVID}-19 report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/S95V5JE9}, number = {9}, institution = {Organisation of Eastern Caribbean States}, author = {{Organisation of Eastern Caribbean States}}, month = feb, year = {2022}, doi = {10.53832/opendeved.0264}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0264 2129771:S95V5JE9}, } @techreport{davies_special_2020, title = {Special {Education} in {Mainstream} {Schools}: {Guidance} {Report}}, institution = {Education Endowment Foundation}, author = {Davies, Kath and Henderson, Peter}, year = {2020}, note = {zotzenLib.CopiedFrom: 2486141:74TYAV9V KerkoCite.ItemAlsoKnownAs: 2129771:AQ2G9F5G 2486141:74TYAV9V}, } @article{pazim_special_2021, title = {Special {Education} {Teachers} {Job} {Satisfaction} {In} {Malaysia}: {A} {Review}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, shorttitle = {Special {Education} {Teachers} {Job} {Satisfaction} {In} {Malaysia}}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6758}, abstract = {Job satisfaction of special education teachers can be enjoyed when the teacher is able to focus on teaching MBK and the student shows the proper development. This job satisfaction if achieved will increase the commitment of teachers in performing their duties. However, if job satisfaction is not achieved, then avoidance and neglect of responsibilities will occur. This job satisfaction is important in producing the work productivity of special education teachers at the best level. This study was conducted to review previous studies related to job satisfaction of special education teachers. It is hoped that the findings of this study can help future researchers to get a clearer picture related to this issue.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Pazim, Khairul Hanim and Al, Et}, month = may, year = {2021}, note = {Number: 11}, keywords = {⛔ No DOI found}, pages = {5329--5332}, } @misc{world_bank_special_2020, title = {Special {Needs} {Education} in {Uganda}: {Sustainable} {Development} {Goal} ({SDG}) \#4 {Concerns} {Quality} and {Inclusive} {Education}}, shorttitle = {Special {Needs} {Education} in {Uganda}}, url = {https://www.worldbank.org/en/news/factsheet/2020/02/07/special-needs-education-in-uganda-sustainable-development-goal-sdg-4-concerns-quality-and-inclusive-education}, abstract = {About 16\% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another.}, language = {en}, urldate = {2022-04-01}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WCS6A3Q 2486141:BRHGGFCA}, } @techreport{ministry_of_education_rwanda_special_2018, title = {Special {Needs} \& {Inclusive} {Education} {Strategic} {Plan} 2018/19-2023/24}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/rwanda_special_needs_strategic_plan_2018.pdf}, urldate = {2022-10-21}, author = {{Ministry of Education (Rwanda)}}, year = {2018}, } @article{bozkurt_speculative_2023, title = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI}): {A} {Collective} {Reflection} from the {Educational} {Landscape}}, copyright = {Copyright (c) 2023 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI})}, url = {http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709}, abstract = {While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.}, language = {en}, urldate = {2023-03-15}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Xiao, Junhong and Lambert, Sarah and Pazurek, Angelica and Crompton, Helen and Koseoglu, Suzan and Farrow, Robert and Bond, Melissa and Nerantzi, Chrissi and Honeychurch, Sarah and Bali, Maha and Dron, Jon and Mir, Kamran and Stewart, Bonnie and Costello, Eamon and Mason, Jon and Stracke, Christian M. and Romero-Hall, Enilda and Koutropoulos, Apostolos and Toquero, Cathy Mae and Singh, Lenandlar and Tlili, Ahmed and Lee, Kyungmee and Nichols, Mark and Ossiannilsson, Ebba and Brown, Mark and Irvine, Valerie and Raffaghelli, Juliana Elisa and Santos-Hermosa, Gema and Farrell, Orna and Adam, Taskeen and Thong, Ying Li and Sani-Bozkurt, Sunagul and Sharma, Ramesh C. and Hrastinski, Stefan and Jandrić, Petar}, month = mar, year = {2023}, keywords = {\_r:ImportedToMyEducationEvidence, artificial intelligence (AI), artificial intelligence in education (AIEd), future educational perspectives, generative pre-trained transformer (GPT), natural language processing, speculative methodology, ⛔ No DOI found}, } @techreport{ozili_spillover_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Spillover of {COVID}-19: {Impact} on the {Global} {Economy}}, shorttitle = {Spillover of {COVID}-19}, url = {https://papers.ssrn.com/abstract=3562570}, abstract = {How did a health crisis translate to an economic crisis? Why did the spread of the coronavirus bring the global economy to its knees? The answer lies in two methods by which coronavirus stifled economic activities. First, the spread of the virus encouraged social distancing which led to the shutdown of financial markets, corporate offices, businesses and events. Second, the exponential rate at which the virus was spreading, and the heightened uncertainty about how bad the situation could get, led to flight to safety in consumption and investment among consumers, investors and international trade partners. We focus on the period from the start of 2020 through March when the coronavirus began spreading into other countries and markets. We draw on real-world observations in assessing the restrictive measures, monetary policy measures, fiscal policy measures and the public health measures that were adopted during the period. We empirically examine the impact of social distancing policies on economic activities and stock market indices. The findings reveal that the increasing number of lockdown days, monetary policy decisions and international travel restrictions severely affected the level of economic activities and the closing, opening, lowest and highest stock price of major stock market indices. In contrast, the imposed restriction on internal movement and higher fiscal policy spending had a positive impact on the level of economic activities, although the increasing number of confirmed coronavirus cases did not have a significant effect on the level of economic activities.}, language = {en}, number = {ID 3562570}, urldate = {2020-08-12}, institution = {Social Science Research Network}, author = {Ozili, Peterson K. and Arun, Thankom}, month = mar, year = {2020}, doi = {10.2139/ssrn.3562570}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3562570 2129771:BCYCDRR4}, keywords = {COVID-19, Central banks., Coronavirus, SARS-CoV-2, financial crisis, fiscal policy, global recession, liquidity provision, monetary policy, outbreak, pandemic, public health, social distancing, spillovers}, } @article{liu_split-attention_2012, title = {Split-attention and redundancy effects on mobile learning in physical environments}, volume = {58}, doi = {10.1016/j.compedu.2011.08.007}, number = {1}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Tsai, Meng-Jung and Paas, Fred}, year = {2012}, note = {00015 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.08.007 10/dwzfrp 2129771:5VX6SF5Q 257089:K2UKQKEV}, pages = {172--180}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 1 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {1}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = jan, year = {2019}, doi = {10.5281/zenodo.3638923}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638923 2129771:XMMX697Y 2292090:LFWH5AJH}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 1 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {1}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = jan, year = {2019}, doi = {10.5281/zenodo.4530611}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530611 2129771:ZFCTG4BC 2292090:LFWH5AJH}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 2 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {2}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = feb, year = {2019}, doi = {10.5281/zenodo.3638925}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638925 2129771:SSSTPNQB 2292090:I4GLEVI7}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 2 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {2}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = feb, year = {2019}, doi = {10.5281/zenodo.4530615}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530615 2129771:567W6XJA 2292090:I4GLEVI7}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 3 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {3}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YUDUEBF 2292090:CB82XBRW}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 3 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {3}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2019}, doi = {10.5281/zenodo.4533047}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533047 2129771:VU7J6QGN 2292090:CB82XBRW}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 4 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {4}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = aug, year = {2019}, doi = {10.5281/zenodo.3638931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638931 2129771:3MTHJ4KA 2292090:YDA8FTLV}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 4 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {4}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = aug, year = {2019}, doi = {10.5281/zenodo.4533049}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533049 2129771:3M6MAFSD 2292090:YDA8FTLV}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 5 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {5}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.3638935}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638935 2129771:FFMTM7VZ 2292090:ILAXGZE3}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 5 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {5}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.4533051}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533051 2129771:D2T6EID6 2292090:ILAXGZE3}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 6 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {6}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = feb, year = {2020}, doi = {10.5281/zenodo.3638937}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638937 2129771:AVQ3ZMRZ}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 6 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {6}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = feb, year = {2020}, doi = {10.5281/zenodo.4533053}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533053 2129771:J8VJDW9U}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 7 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {7}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.4529684}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529684 2129771:ZIFHA2QK}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 7 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {7}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.4533057}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533057 2129771:FFQHNWD4}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {8}, title = {Sprint 8 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {1}, institution = {Activating EdTech}, author = {Abed, Reema and Alawamleh, Nour and Khalayleh, Abdullah and Metni, Eliane and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.4529686}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529686 2129771:JK945FM7}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2020, address = {Amman, Jordan}, type = {8}, title = {Sprint 8 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {1}, institution = {Activating EdTech}, author = {Abed, Reema and Alawamleh, Nour and Khalayleh, Abdullah and Metni, Eliane and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.4533059}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533059 2129771:87TGCPJX}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2021, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 9 report}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {9}, institution = {Activating EdTech}, author = {Abed, Reema and Alawamleh, Nour and Khalayleh, Abdullah and Metni, Eliane and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4529688}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529688 2129771:4Y59Y5AC}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_sprint_2021, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Sprint 9 report - {Arabic}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Arabic}, number = {9}, institution = {Activating EdTech}, author = {Abed, Reema and Alawamleh, Nour and Khalayleh, Abdullah and Metni, Eliane and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4533061}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533061 2129771:PGGEA5FQ}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence}, } @techreport{abed_squad_2019, address = {Amman, Jordan}, type = {Sprint {Report}}, title = {Squad reports and presentations}, copyright = {Creative Commons Attribution 4.0 International}, language = {English}, number = {1}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JMF94FNS 2292090:JMNEEZJP}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_srdbpro_nodate, title = {srdb.pro}, url = {www.srdb.pro}, abstract = {SRDB.PRO is the first enterprise level literature review and data analysis platform designed specifically for the Pharmaceutical industry and healthcare consultancies. A truly comprehensive literature review solution, supports all aspects of the review process, from searches through to report generation. And all from a single software platform. SRDB.PRO enhances productivity, increases accuracy and drives greater profitability by reducing the amount of time needed to manage and produce accurate reviews and secondary evidence. Visit us at www.srdb.pro}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IB9L9U6Z 2405685:GED9KADE 2486141:7YA7YLQM}, } @techreport{villavicencio_st_2022, title = {St. {Kitts} and {Nevis}: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/KCMJESQK}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1044}, note = {ZenodoArchiveID: 10260201 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1044 ZenodoArchiveConcept: 10260200}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{villavicencio_st_2022, title = {St. {Kitts} and {Nevis}: {Safe} {Education} {Sector} {Plan}}, shorttitle = {St. {Kitts} and {Nevis}}, url = {https://docs.opendeved.net/lib/KCMJESQK}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1044}, } @misc{noauthor_st-kitts_nevisstatisticsactpdf_nodate, title = {St-{Kitts}\_NevisStatisticsAct.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X2PAFZMC}, } @misc{noauthor_st_nodate, title = {St. {Lucia} 2014.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B4W6Q54W}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2012.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IF38XJD9}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2013 {St}. {Lucia}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7MHB2JIY}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2015 {St}. {Lucia}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6LYKVLEN}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2016 {St}. {Lucia}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ITZ5VEZH}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2017 {St}. {Lucia}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:25ZGV87L}, } @misc{noauthor_st_nodate, title = {St. {Lucia} {Education} {Digest} 2018 {St}. {Lucia}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VG96EQHM}, } @techreport{villavicencio_st_2022, title = {St. {Lucia}: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/CA63CAHA}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1045}, note = {ZenodoArchiveID: 10260222 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1045 ZenodoArchiveConcept: 10260221}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{villavicencio_st_2022, title = {St. {Lucia}: {Safe} {Education} {Sector} {Plan}}, shorttitle = {St. {Lucia}}, url = {https://docs.opendeved.net/lib/CA63CAHA}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1045}, } @techreport{unesco_st_2015, address = {Kingstown}, title = {St {Vincent} and the {Grenadines} {Education} for {All} 2015 review}, url = {https://unesdoc.unesco.org/in/rest/annotationSVC/getExportFile/1a27d6ae-c0a1-4f6b-b82d-e4003958b401?notAttachment=true}, urldate = {2020-11-11}, institution = {UNESCO}, author = {{UNESCO}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RB55AJAH 2486141:DMDK64YW}, } @techreport{villavicencio_st_2022, title = {St. {Vincent} and the {Grenadines}: {Safe} {Education} {Sector} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/8DEEBHWJ}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1046}, note = {ZenodoArchiveID: 10260231 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1046 ZenodoArchiveConcept: 10260230}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{villavicencio_st_2022, title = {St. {Vincent} and the {Grenadines}: {Safe} {Education} {Sector} {Plan}}, shorttitle = {St. {Vincent} and the {Grenadines}}, url = {https://docs.opendeved.net/lib/8DEEBHWJ}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, urldate = {2023-12-06}, institution = {Open Development \& Education}, author = {Villavicencio, Xuzel and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1046}, } @misc{noauthor_st_nodate, title = {St. {Vincent} {Education} {Statistical} {Digest} 2015/2016}, url = {https://view.joomag.com/st-vincent-education-statistical-digest-2015-2016/0399231001507060493}, abstract = {Statistical Information on Teachers, Students, Examination Results and Financing Education in St. Vincent and the Grenadines.}, language = {en}, urldate = {2020-07-25}, journal = {Joomag}, note = {Library Catalog: view.joomag.com KerkoCite.ItemAlsoKnownAs: 2129771:L65E6P65 2129771:VCIVQ8IV}, } @misc{noauthor_st_nodate, title = {St. {Vincent} {Education} {Statistical} {Digest} 2017-2018}, url = {https://view.joomag.com/st-vincent-education-statistical-digest-2017-2018/0011831001537814524}, abstract = {The 2017-2018 Education Statistical Digest provides data on Teachers, Students, Examination Results and Financing Education in St. Vincent and the Grenadines.}, language = {en}, urldate = {2020-07-25}, journal = {Joomag}, note = {Library Catalog: view.joomag.com KerkoCite.ItemAlsoKnownAs: 2129771:69885DUC 2129771:VW9NKCGS}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistcal} {Digest} of {SVG} 2015-2016.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3QRJX9HW}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistical} {Digest} of {SVG} 2011-2012.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DDTVG375}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistical} {Digest} of {SVG} 2012-2013.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8YAUL3QM}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistical} {Digest} of {SVG} 2013-2014.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3H3FTW3P}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistical} {Digest} of {SVG} 2014-2015.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8ARF3XFL}, } @misc{noauthor_st_nodate, title = {St {Vincent} \& the {Grenadines} {Education} {Statistical} {Digest} of {SVG} 2016-2017.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:49T2ZVZ9}, } @article{noauthor_stakeholder_2020, title = {Stakeholder {Participation} {Planning} {Tool} (for {Evaluation})}, language = {en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BM5AD4MA}, } @phdthesis{forh_stakeholders_2014, title = {Stakeholders' {Roles} in {Prioritizing} {Technical} and {Vocational} {Education} and {Training} in {PostConflict} {Liberia}}, abstract = {Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.}, language = {en}, school = {Walden University}, author = {Forh, Edward S.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Liberia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:achievement, F:leadership, F:motivation, F:policy, P:administration, P:social, Q:higher education, R:case study, R:focus groups, R:interview, R:qualitative, T:TVET, T:Training, Z:Education Policy, Z:Higher Education Administration, Z:Higher education, Z:Sub Saharan Africa Studies, Z:Vocational education, publicImportV1, ⛔ No DOI found}, } @phdthesis{forh_stakeholders_2014, address = {Walden University}, title = {Stakeholders' {Roles} in {Prioritizing} {Technical} {Vocational} {Education} and {Training} in {Postconflict} {Liberia}}, language = {en}, author = {Forh, Edward}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PWU6FMNR 2317526:IGW3YU3D}, } @techreport{hobler_stand_2020, address = {Dresden}, type = {{WSI} {Report}}, title = {Stand der {Gleichstellung} von {Frauen} und {Männern} in {Deutschland}}, number = {56}, author = {Hobler, Dietmar and Lott, Yvonne and Pfahl, Svenja and Buschoff, Karin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3}, } @misc{noauthor_standards_2007, title = {Standards and criteria for approval of programmes in vocational enterprise institutions and innovation entreprise instutions programmes}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf}, urldate = {2020-08-04}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY84PIR9}, } @misc{edtech_tulna_standards_2021, title = {Standards - {EdTech} {Tulna}}, url = {https://edtechtulna.org/standards/}, abstract = {The EdTech Tulna standards define a set of expectations for the design of EdTech products}, language = {en-US}, urldate = {2022-12-22}, author = {EdTech Tulna}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4869029:9V2XED4Y}, } @book{nbte_standards_2013, edition = {3 (revised)}, title = {Standards for {Accreditation} and {Re}-accreditation of {Diploma} {Programmes} in {Polytechnics} and {Similar} {Post}–{Secondary} {Technical} institutions in {Nigeria}}, author = {{NBTE}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5ZNCVFND}, } @techreport{puttick_standards_2013, title = {Standards of evidence: an approach that balances the need for evidence with innovation}, institution = {Nesta}, author = {Puttick, Ruth and Ludlow, Joe}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LD9IBYD3 4426965:MM3XTB22}, keywords = {Stefanie}, } @misc{government_nigeria_standars_2007, title = {Standars and {Creteria} for {Approval} of {Programmes} in {Vocational} {Enterprise} {Institutions} ({VEI}) \& {Innovation} {Enterprise} {Institutions} ({IEI}) {Programmes} ({Nigeria})}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government: Nigeria}}, year = {2007}, note = {UA-ccdd094f-8691-400d-81b5-67356ec2dc3d KerkoCite.ItemAlsoKnownAs: 2129771:U5MLSFKX 2317526:WNM39HHP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @article{brocke_standing_2015, title = {Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research}, volume = {37}, language = {en}, number = {9}, journal = {Communications of the Association for Information Systems}, author = {Brocke, J and Simons, A and Riemer, K}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2DEEUDDD 2129771:QGT585B3 2405685:Q5G3VE6D 2486141:3WXVUKHH}, keywords = {⛔ No DOI found}, pages = {205--224}, } @article{davies_starting_2010, title = {Starting from scratch: {Critical} reflections on an educational reform programme in {St} {Vincent} and the {Grenadines}}, shorttitle = {Starting from scratch}, url = {https://uwe-repository.worktribe.com/output/980108}, language = {en}, urldate = {2020-11-19}, author = {Davies, John Dwyfor and Lee, John}, month = apr, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8LG7IAXM 2486141:424T975K}, keywords = {\_Added to LR, \_G:reviewed, ⛔ No DOI found}, } @article{baker_starting_1999, title = {Starting off on the right foot: {The} influence of four principles of professional development in improving literacy instruction in two kindergarten programs}, volume = {14}, doi = {10.1207/sldrp1404_5}, number = {4}, journal = {Learning Disabilities Research and Practice}, author = {Baker, S. and Smith, S.}, year = {1999}, pages = {239--253}, } @article{holmes_state_2022, title = {State of the art and practice in {AI} in education}, volume = {57}, issn = {1465-3435}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12533}, doi = {10.1111/ejed.12533}, abstract = {Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.}, language = {en}, number = {4}, urldate = {2023-01-11}, journal = {European Journal of Education}, author = {Holmes, Wayne and Tuomi, Ilkka}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ejed.12533 KerkoCite.ItemAlsoKnownAs: 10.1111/ejed.12533 4804264:NING5825 4804264:VVNH9AMG}, keywords = {Final\_citation, anystyle, existing}, pages = {542--570}, } @inproceedings{ojeda-bazaran_state_2021, title = {State of the {Art} of {Teaching}-{Learning} of {Artificial} {Intelligence} at {Early} {Ages}}, url = {https://ieeexplore.ieee.org/abstract/document/9725208/}, doi = {10.1109/LACLO54177.2021.00024}, urldate = {2024-02-24}, booktitle = {2021 {XVI} {Latin} {American} {Conference} on {Learning} {Technologies} ({LACLO})}, publisher = {IEEE}, author = {Ojeda-Bazaran, Maria-Jose and Chamba-Eras, Luis and Coronel-Romero, Edison and Labanda-Jaramillo, Milton and Conde-Zhingre, Lorena and Irene-Robalino, Daniel and Fierro-Saltos, Washington and Orellana-Malla, Angel and Romero-Flores, Mabel and Cueva-Alvarado, Gilmar}, year = {2021}, pages = {165--172}, } @misc{noauthor_statement_2020, title = {Statement: {DFID} merged into {FCO} – {ODI} {Response}}, shorttitle = {Statement}, url = {https://www.odi.org/news/17049-statement-dfid-merged-fco-odi-response}, abstract = {ODI’s Chief Executive, Sara Pantuliano, reacts to today’s announcement of the merger between the Department for International Development and the FCO.}, language = {en}, urldate = {2020-06-22}, journal = {ODI}, year = {2020}, note = {Library Catalog: www.odi.org KerkoCite.ItemAlsoKnownAs: 2129771:S65236HP}, } @misc{noauthor_states_2021, title = {States and regions of {Somalia}}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=States_and_regions_of_Somalia&oldid=1008328885}, abstract = {Somalia is a federal republic consisting of five federal states as well as the claimed territory of Somaliland. Somalia is further subdivided into thirteen administrative regions (gobollada, singular gobol), and five claimed regions which are in turn subdivided into districts.}, language = {en}, urldate = {2021-03-07}, journal = {Wikipedia}, month = feb, year = {2021}, note = {Page Version ID: 1008328885}, } @article{varallyai_statistical_2015, series = {The {Economies} of {Balkan} and {Eastern} {Europe} {Countries} in the {Changed} {World} ({EBEEC} 2014)}, title = {Statistical {Analyses} of {Digital} {Divide} {Factors}}, volume = {19}, issn = {2212-5671}, url = {http://www.sciencedirect.com/science/article/pii/S2212567115000374}, doi = {10.1016/s2212-5671(15)00037-4}, abstract = {The digital divide has become an extremely important issue for many international organizations and a major challenge for policy makers and academic researchers. We have to know the factors of digital divide to find solutions for eliminating disparities in ICTs.The first goal of our research is to measure or calculate the digital divide in Hungary. The digital divide is a complex and multidimensional issue, which requires taking into account diverse technologies, variables, and territories. In this context, factor analysis has revealed as a useful tool to capture the overall dimension of the digital divide. Therefore our research is based on different ICT indicators from Eurostat statistics and the Empirica survey results. Our research focuses on the digital divide circumstances in Hungary. The investigated fields are the followings: Percentage of households with access to the Internet; Percentage of households with a broadband connection; Percentage of individuals regularly using the Internet at least once a week; Percentage of individuals who have never used a computer; Percentage of individuals who ordered goods or services online for private use. The correlation matrix in our research (which comes from factor analysis) shows that all variables are closely related to each other, with correlation coefficients larger than 0.8. For instance, the percentage of individuals who have never used a computer is highly and negatively correlated with using the Internet and having access at home because most people are connected to the Internet through a computer. Furthermore, the high and positive correlations of broadband infrastructural and usage indicators show the increasing importance of high-speed connections: many of the latest online services, are only possible through fast networks. Given these strong correlations, factor analysis seems to be appropriate.Since the EU has been paying special attention to bridging the rural-urban digital divide the relationship between ICT factor and population density has also been analyzed. Furthermore, the percentage of population aged 65 and over is included to capture the potential influence of regional demographic differences on the extent of ICT adoption. In this sense, older people often face more barriers to use ICT than younger individuals. The highest correlations with ICT factor are found for GDP per capita, human resources in science and technology, in contrast to population density, which shows the lowest one among the considered variables. This article shows our research results on the field of digital divide factors using by statistical analyses.}, urldate = {2018-06-09}, journal = {Procedia Economics and Finance}, author = {Várallyai, László and Herdon, Miklós and Botos, Szilvia}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s2212-5671(15)00037-4 10/gf62hz 2129771:P65QYN9Q}, keywords = {Digital divide, ICT., e-competences, e-skills, skills gap}, pages = {364--372}, } @misc{noauthor_statistical_nodate, title = {Statistical {Digest}\_SVG\_2013\_web.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CVHP2G5P}, } @article{albano_statistical_2012, title = {Statistical equating with measures of oral reading fluency}, volume = {50}, url = {https://doi.org/10.1016/j.jsp.2011.07.002.}, doi = {10.1016/j.jsp.2011.07.002}, number = {1}, journal = {Journal of School Psychology}, author = {Albano, A.D. and Rodriguez, M.C.}, year = {2012}, pages = {43--59}, } @book{hedges_statistical_2014, title = {Statistical {Methods} for {Meta}-{Analysis}}, isbn = {978-0-08-057065-5}, abstract = {The main purpose of this book is to address the statistical issues for integrating independent studies. There exist a number of papers and books that discuss the mechanics of collecting, coding, and preparing data for a meta-analysis , and we do not deal with these. Because this book concerns methodology, the content necessarily is statistical, and at times mathematical. In order to make the material accessible to a wider audience, we have not provided proofs in the text. Where proofs are given, they are placed as commentary at the end of a chapter. These can be omitted at the discretion of the reader.Throughout the book we describe computational procedures whenever required. Many computations can be completed on a hand calculator, whereas some require the use of a standard statistical package such as SAS, SPSS, or BMD. Readers with experience using a statistical package or who conduct analyses such as multiple regression or analysis of variance should be able to carry out the analyses described with the aid of a statistical package.}, language = {en}, publisher = {Academic Press}, author = {Hedges, Larry V. and Olkin, Ingram}, month = jun, year = {2014}, note = {Google-Books-ID: 7GviBQAAQBAJ}, keywords = {Education / Testing \& Measurement, Mathematics / Probability \& Statistics / General, Social Science / Research}, } @book{cohen_statistical_1988, address = {Hillsdale, NJ}, edition = {2nd ed}, title = {Statistical power analysis for the behavioral sciences}, publisher = {Lawrence Erlbaum Associates}, author = {Cohen, J.}, year = {1988}, } @techreport{unesco_status_2013, address = {Paris, France}, title = {Status of {TVET} in the {SADC} region: assessment and review of technical and vocational education and training ({TVET}) in the {Southern} {African} {Development} {Community} {Region} and of the development of a regional strategy for the revitalisation of {TVET}}, shorttitle = {Status of {TVET} in the {SADC} region}, url = {http://unesdoc.unesco.org/images/0022/002256/225632e.pdf}, abstract = {in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, CC:Congo, CC:Lesotho, CC:Malawi, CC:Mauritius, CC:Mozambique, CC:Namibia, CC:Seychelles, CC:South Africa, CC:Tanzania, CC:Zambia, CC:Zanzibar (tz), CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, pages = {106}, } @article{maharaj_status_2015, title = {Status of usage of {Information} {Communications} {Technology} by academic staff at a selected nursing training institution in {South} {Africa}}, volume = {8}, doi = {10.1080/09751122.2015.11890273}, number = {3}, journal = {International Journal of Educational Sciences}, author = {Maharaj, S. and Mshunquane, N. and Puckree, Threethambal}, year = {2015}, note = {Publisher: Kamla-Raj Publications KerkoCite.ItemAlsoKnownAs: 10.1080/09751122.2015.11890273 2129771:2XDCS24A 2129771:QJ7BZMNY}, keywords = {\_\_C:filed:1}, pages = {511--519}, } @techreport{organisation_for_economic_co-operation_and_development_oecd_staying_1998, address = {Paris}, title = {Staying ahead: {In}-service training and teacher professional development}, shorttitle = {Staying ahead: {In}-service training and teacher professional development}, institution = {Organisation for Economic Co-operation and Development}, author = {{Organisation for Economic Co-operation and Development [OECD]}}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELZKYJQL 261495:RB6BVMSH}, } @article{burns_staying_2013, title = {Staying or leaving? {Designing} for persistence in an online educator training programme in {Indonesia}}, volume = {28}, issn = {0268-0513, 1469-9958}, shorttitle = {Staying or leaving?}, url = {http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023}, doi = {10.1080/02680513.2013.851023}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Burns, Mary}, month = jun, year = {2013}, note = {shortDOI: 10/ggx3rg KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2013.851023 10/ggx3rg 2129771:J2A298Q8 2339240:Z4Q6JPIM 2405685:FQJN7IPM 2405685:M5M8WHW2 2405685:QM54QTRZ}, keywords = {Indonesia, completion, online learning, persistence, readiness}, pages = {141--152}, } @techreport{villavicencio_stem_2022, type = {Helpdesk {Response}}, title = {{STEM} {Skills} {Initiatives} for {Adolescent} {Girls} in the {LAC} {Region}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I8GTEI7T}, abstract = {This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {42}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin Moss}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0085}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2129771:74WFDS3C 2405685:I8GTEI7T}, keywords = {Author:OpenDevEd, F: Helpdesk response, \_r:AddedByZotZen}, } @misc{angrist_stemming_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://papers.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2022-12-14}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 4804264:8VD7SC7L 4804264:HCMGK9TG}, keywords = {Education, Final\_citation, Human Capital, Technology, cited, existing}, } @article{angrist_stemming_2020, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, issn = {1556-5068}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:J8UCMIES 2129771:NQQA5HAW 2129771:U3ZVQN5U 2129771:ZAKRMJ4F 2405685:7YTYUC4P}, keywords = {Education, Human Capital, Technology, \_COVID\_DEAA-List, \_\_C:filed:1}, } @article{ajadi_stemming_2021, title = {Stemming the {Tide}: {The} {Furtive} conflict-resilience of {Tech}-{Driven} {Real} {Estate} in {Nigeria}’}, url = {https://www.culandsoc.com/about/culs-magazine/}, language = {en}, journal = {The Cambridge Land Society Magazine}, author = {Ajadi, S.B.}, year = {2021}, keywords = {⛔ No DOI found}, } @incollection{wegerif_steps_2023, title = {Steps {Towards} a '{Dialogic}' {Grammar}}, isbn = {978-1-00-319849-9}, abstract = {In this chapter we look at three ‘grammars’ of educational technology, or ways of using and thinking about education technology, that are informed by the advent of the internet: online mediated communities of practice, educational online multi-user role-play games, and connectivism. Each of these grammars has different strengths and weaknesses. Our critique leads us towards a new way of understanding the role of educational technology which we call a ‘dialogic’ grammar or a dialogic foundation for the design of educational technology.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 14}, } @article{chatani_stepwise_2014, title = {Stepwise organization of the β-structure identifies key regions essential for the propagation and cytotoxicity of insulin amyloid fibrils}, volume = {289}, issn = {1083-351X}, doi = {10.1074/jbc.M113.520874}, abstract = {Amyloid fibrils are supramolecular assemblies, the deposition of which is associated with many serious diseases including Alzheimer, prion, and Huntington diseases. Several smaller aggregates such as oligomers and protofibrils have been proposed to play a role in early stages of the fibrillation process; however, little is known about how these species contribute to the formation of mature amyloid fibrils with a rigid cross-β structure. Here, we identified a new pathway for the formation of insulin amyloid fibrils at a high concentration of salt in which mature fibrils were formed in a stepwise manner via a prefibrillar intermediate: minute prefibrillar species initially accumulated, followed by the subsequent formation of thicker amyloid fibrils. Fourier transform infrared spectra suggested the sequential formation of two types of β-sheets with different strength hydrogen bonds, one of which was developed concomitantly with the mutual assembly of the prefibrillar intermediate to form mature fibrils. Interestingly, fibril propagation and cellular toxicity appeared only after the later step of structural organization, and a comparison of β-sheet regions between the prefibrillar intermediate and mature fibrils using proteolysis led to the proposal of specific regions essential for manifestation of these properties.}, language = {eng}, number = {15}, journal = {The Journal of Biological Chemistry}, author = {Chatani, Eri and Imamura, Hiroshi and Yamamoto, Naoki and Kato, Minoru}, month = apr, year = {2014}, pmid = {24569992}, pmcid = {PMC4036162}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BA7HRQTB 2129771:ZW393EA8}, keywords = {Amino Acid Sequence, Amyloid, Animals, Cytotoxicity, Hot Temperature, Hydrogen Bonding, Insulin, Mass Spectrometry, Microscopy, Atomic Force, Molecular Sequence Data, PC12 Cells, Prefibrillar Intermediate, Propagation, Protein Aggregation, Protein Misfolding, Protein Structure, Protein Structure, Secondary, Rats, Salts, Sodium Chloride, Spectrometry, Mass, Matrix-Assisted Laser Desorption-Ionization, Spectroscopy, Fourier Transform Infrared, Temperature, Time Factors}, pages = {10399--10410}, } @incollection{greinert_steuerungsformen_2008, title = {Steuerungsformen von {Erwerbsqualifizierung} und die aktuelle {Perspektive} europäischer {Bildungspolititk}}, booktitle = {Reihe {Jugend} und {Arbeit} - {Positionen}, {Bertelsmann} {Stiftung}}, author = {Greinert, W}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A9TNUVLU 2317526:29656KJ3}, } @techreport{bmwi__bundesministerium_fur_wirtschaft_und_energie_strategie_2019, address = {Berlin}, title = {Strategie zur gezielten {Gewinnung} von {Fachkräften} aus {Drittstaaten}}, language = {de}, author = {{BMWi – Bundesministerium für Wirtschaft und Energie}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XEQ3LK5Z 2486141:GDN8QUAV}, pages = {26}, } @techreport{bmbf_strategiepapier_2013, title = {Strategiepapier der {Bundesregierung} zur internationalen {Berufsbildungszusammenarbeit}}, language = {de}, number = {17/14352}, institution = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LPD7DU74 2317526:6RI87PDW 2317526:RZ354GI2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:de, publicImportV1}, } @techreport{bmbf_strategiepapier_2019, title = {Strategiepapier der {Bundesregierung} zur internationalen {Berufsbildungszusammenarbeit}}, url = {https://www.bmbf.de/files/137_19_Strategie_Bundesregierung.pdf}, language = {de}, institution = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DU25EIMR 2317526:LKAKGKF6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:de, publicImportV1}, } @article{james_strategies_2018, title = {Strategies and {Approaches} to {Ensure} {Equitable} {Access} to {Quality} {Education} in {Economic} {Crises}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14273}, abstract = {This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on (i) the impact of economic crises on education systems, and (ii) the effectiveness of strategies and approaches that aim to improve educational participation. It has focused on policy responses at the primary and secondary levels of education, and where possible has drawn on examples from effective responses in the context of large-scale economic crisis. Where evidence was not available from contexts of economic crisis, studies from resource-constrained low- and middle- income countries (LMICs) were considered. Economic crises pose particular challenges to the achievement of goals around equitable access to quality education. Falling household incomes can affect the ‘demand’ for schooling, increasing the cost of schooling, particularly for the poorest. Meanwhile, constrained government budgets can lead to reduced investments in schools and teachers, and associated declines in education quality (World Bank 2009). This review discusses five strategies and approaches to ensure equitable access to quality education, which have been identified as appropriate responses in literature on the impact of economic crisis on education (Lundberg and Wuermli 2012; Shafiq 2010; World Bank 2009). These are: (1) cash transfers; (2) scholarship programmes and fee waivers; (3) school feeding; (4) decentralisation and school grants; and (5) information-related activities. For all except ‘information-related activities’, there are examples of the effective implementation of that policy in contexts of economic crisis.}, language = {en}, urldate = {2022-12-18}, author = {James, Zoe}, month = dec, year = {2018}, note = {Accepted: 2019-01-15T10:33:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GZH2SAE7 4869029:IIPTAZR9}, keywords = {⛔ No DOI found}, } @article{handley_strategies_2016, title = {Strategies for implementing implementation science: a methodological overview}, volume = {33}, shorttitle = {Strategies for implementing implementation science}, doi = {10.1136/emermed-2015-205461}, number = {9}, journal = {Emergency Medicine Journal}, author = {Handley, Margaret A. and Gorukanti, Anuradha and Cattamanchi, Adithya}, year = {2016}, note = {Publisher: BMJ Publishing Group Ltd and the British Association for Accident … KerkoCite.ItemAlsoKnownAs: 10.1136/emermed-2015-205461 2129771:EGZEAQEM}, pages = {660--664}, } @article{engle_strategies_2011, title = {Strategies for {Reducing} {Inequalities} and {Improving} {Developmental} {Outcomes} for {Young} {Children} in {Low}-{Income} and {Middle}-{Income} {Countries}.}, volume = {378}, issn = {01406736}, url = {https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi}, doi = {10.1016/S0140-6736(11)60889-1}, language = {en}, number = {9799}, urldate = {2021-03-20}, journal = {The Lancet}, author = {Engle, Patrice L and Fernald, Lia CH and Alderman, Harold and Behrman, Jere and O'Gara, Chloe and Yousafzai, Aisha and de Mello, Meena Cabral and Hidrobo, Melissa and Ulkuer, Nurper and Ertem, Ilgi and Iltus, Selim}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FE54M4BQ 2129771:RPIZ6FPP}, pages = {1339--53}, } @article{nganyi_strategies_2014, title = {Strategies {That} {Enhance} {Students} {Access} to {Public} {Technical} {Training} {Institutions} in {Kenya}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.8830&rep=rep1&type=pdf}, abstract = {Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.}, language = {en}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Nganyi, JE and Odebero, SO and Onderi, H and Musera, G}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RKH467V7 2317526:MK8JHFSX UTI-716A363B-23C2-361F-B8C1-391AED460CFC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Ethiopia, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, Q:open learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{masaiti_strategies_2011, title = {Strategies to retain and motivate employees in {Africa}: {Examining} the case of the ministry of education in {Zambia}}, volume = {5}, shorttitle = {Strategies to retain and motivate employees in {Africa}}, url = {https://academicjournals.org/journal/AJPSIR/article-full-text-pdf/3F1790440740}, number = {8}, urldate = {2023-12-05}, journal = {African Journal of Political Science and International Relations}, author = {Masaiti, Gift and Naluyele, Pamela Nachona}, year = {2011}, note = {Publisher: Academic Journals}, keywords = {⛔ No DOI found}, pages = {409}, } @phdthesis{mphidi_strategy_2017, type = {Thesis}, title = {Strategy for {South} {African} public libraries to bridge the digital divide}, copyright = {© 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.}, url = {https://repository.up.ac.za/handle/2263/61317}, abstract = {This thesis reports on a study that investigated the role of public libraries in addressing the digital divide in South Africa. The study started in 2006. This study addressed the main research question: "How should a theoretical model look for South African public libraries to contribute to bridging the digital divide?" The central research problem was further addressed by asking the following questions: • What are the scope and implications of the digital divide? (These include the meaning of the concept, the dimensions and the factors leading to the digital divide.) • What has been reported on the role of libraries (including information services) in bridging the digital divide? • What have libraries in South Africa done to address the digital divide, and which possibilities are foreseen? • How can South African libraries be positioned to contribute to bridging the digital divide? The study followed a survey method using interviews with directors of Provincial Library Services (or their representatives), which are the controlling bodies of public libraries in South Africa, questionnaires distributed to representative staff members of participating public libraries in Gauteng, Limpopo and KwaZulu-Natal and individual interviews with selected heads/representatives of public libraries in Gauteng, Limpopo and KwaZulu-Natal. Data collected through the questionnaires were both quantitative and qualitative. Data was collected between 2011 and 2012. Quantitative data were analysed using Statistical Package for Social Sciences (SPSS), while qualitative data from interviews were analysed by content analysis and thematic categorising of information. In October 2015 a follow-up study of limited scope was conducted with three representatives from the three provincial library services to establish developments since the first round of data collections. Seven out of nine directors of Provincial Library Services in South Africa participated in the study. Furthermore, 247 public libraries from Gauteng, Limpopo and KwaZulu-Natal out of 463 public libraries and 18 heads/representatives of public libraries participated in this study. Findings on the opinions expressed on the role of public libraries in bridging the digital divide include the following: providing access to information and communication technologies (ICTs), offering information literacy and ICT literacy training, providing information to reduce the gap between "haves" and "have-nots", providing communities with equal, free access, reaching out and spreading ICTs to those who may not have online access and support and facilitating and promoting information exchange and communication between citizens and the government. The overall findings from the study were that although provincial library services have documents containing information on their mission and vision, their mission and vision statements do not address the digital divide or shed any light in this regard. The study found that provincial library services aimed to support public libraries to provide information resources, services to communities and access to information through ICT via targeted fund transfers to municipalities. None of the provincial library services included in the study had an explicit policy and strategies aligned to its vision and mission to guide and enable it in addressing the digital divide. Although all provincial library services included in the study had access to computer facilities in their headquarters, there were still disparities in the number of computer facilities available. It was also found that none of the provincial library services had its own website at the time of the study. They depended on the websites of their parent organisations. The study found that very few provincial library services had information technology (IT) units/departments charged with the responsibility of taking care of ICT facilities. They depended on external ICT service providers or the IT departments of their parent organisations to maintain the library's ICT infrastructure.}, language = {en}, urldate = {2018-06-09}, school = {University of Pretoria}, author = {Mphidi, Hamilton Hamilton}, month = may, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:7QDKMKX7}, } @techreport{el-serafy_strategy_2021, title = {Strategy for {Tanzania} — {Focus} {Area}: {TCPD} in primary schools}, shorttitle = {Strategy for {Tanzania} — {Focus} {Area}}, institution = {EdTech Hub}, author = {El-Serafy, Yomna and Khalayleh, Abdullah and Carter, Alice and Haßler, Björn and Proctor, Jamie and Adam, Taskeen}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742720 2129771:H438X5FW 2129771:MVTX29W5 2405685:BPHSJBH7}, keywords = {Author:OpenDevEd}, } @techreport{unesco_institute_for_lifelong_learning_strategy_2016, title = {Strategy for {Technical} and {Vocational} {Education} and {Training} ({TVET}), (2016-2021)}, url = {https://en.unesco.org/sites/default/files/tvet.pdf}, language = {en}, author = {UNESCO Institute for Lifelong Learning}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CBDUVR7K 2317526:D22K3KJS}, } @article{noauthor_strategy_nodate, title = {Strategy {Testing}: {An} {Innovative} {Approach} to {Monitoring} {Highly} {Flexible} {Aid} {Programs}}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6B4LWGC8}, pages = {29}, } @techreport{african_union_strategy_2007, title = {Strategy to revitalize technical and vocational education and training ({TVET}) in {Africa}}, url = {http://www.academia.edu/download/45693684/TVET.pdf}, language = {en}, author = {{African Union}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FE4FQGSH 2317526:RMKS3KEU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Benin, C:Burkina Faso, C:Congo, Democratic Republic COD, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:curriculum, F:leadership, F:learning, F:ministry, F:policy, F:teaching, P:agricultural, P:artist, P:construction, P:crafts, P:economy, P:environment, P:health, P:technology, Q:ICT, Q:masters, R:survey, T:Ausbildung, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:apprentice, T:apprenticeship training, T:informal training, T:vocational school, \_C:Ghana GHA, publicImportV1}, } @article{davis_strengthening_2008, title = {Strengthening {Agricultural} {Education} and {Training} in sub-{Saharan} {Africa} from an {Innovation} {Systems} {Perspective}: {A} {Case} {Study} of {Mozambique}}, volume = {14}, issn = {1389-224X, 1750-8622}, shorttitle = {Strengthening {Agricultural} {Education} and {Training} in sub-{Saharan} {Africa} from an {Innovation} {Systems} {Perspective}}, url = {http://www.tandfonline.com/doi/abs/10.1080/13892240701820371}, doi = {10.1080/13892240701820371}, abstract = {This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.}, language = {en}, number = {1}, urldate = {2020-05-28}, journal = {The Journal of Agricultural Education and Extension}, author = {Davis, Kristin E. and Ekboir, Javier and Spielman, David J.}, month = mar, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820371 2129771:7AALDQP9 2317526:TVHHVXIS}, pages = {35--51}, } @techreport{szucs_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {Ethopia} - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375813?posInSet=7&queryId=5e6b0872-9326-4b6a-8e57-2634e50b6fe1}, urldate = {2022-12-23}, institution = {UNESCO}, author = {Szucs, Eszter}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:WH87MCJZ}, keywords = {Final\_citation, cited, existing}, } @techreport{mwaniki_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {South} {Soudan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375815?posInSet=3&queryId=e42c738a-ce84-4fa7-ba4a-dea123e05842}, urldate = {2021-06-09}, institution = {UNESCO}, author = {Mwaniki, David}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7D7FDU2K 4804264:C2EZ83CR}, keywords = {Final\_citation, cited, existing}, } @techreport{unesco_strengthening_2021, title = {Strengthening education management information systems for increased resilience to crises: a synthesis of case studies - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378150}, urldate = {2022-12-23}, author = {UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:4YXYPQWM}, keywords = {Final\_citation, cited, existing}, } @article{penuel_strengthening_nodate, title = {Strengthening {Infrastructures} for {Promoting} {Equity} in {Mathematics} {Education} through {Research}-{Practice} {Partnerships}}, language = {en}, author = {Penuel, William R}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KZSRFZYS}, keywords = {⛔ No DOI found}, } @article{britto_strengthening_2014, title = {Strengthening systems for integrated early childhood development services: a cross-national analysis of governance}, volume = {1308}, issn = {1749-6632}, shorttitle = {Strengthening systems for integrated early childhood development services}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/nyas.12365}, doi = {10.1111/nyas.12365}, abstract = {While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.}, language = {en}, number = {1}, urldate = {2022-01-11}, journal = {Annals of the New York Academy of Sciences}, author = {Britto, Pia Rebello and Yoshikawa, Hirokazu and van Ravens, Jan and Ponguta, Liliana Angelica and Reyes, Maria and Oh, Soojin and Dimaya, Roland and Nieto, Ana María and Seder, Richard}, year = {2014}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/nyas.12365}, keywords = {coordination, early childhood, governance, low- and middle-income countries (LMICs), systems strengthening}, pages = {245--255}, } @techreport{mendenhall_strengthening_2017, title = {Strengthening {Teacher} {Professional} {Development}: {Local} and global communities of practice in {Kakuma} {Refugee} {Camp}}, url = {https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf}, urldate = {2020-08-05}, institution = {Columbia University}, author = {Mendenhall, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVDJK7KL 2339240:7WPJ543M 2405685:32Z977JS}, keywords = {C:Kenya, \_C:Burundi BDI, \_C:Congo XCO, \_C:Ethiopia ETH, \_C:France FRA, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{beg_strengthening_2020, title = {Strengthening {Teaching} {Accountability} to {Reach} {All} {Students}}, language = {en}, number = {Working paper}, institution = {IPA Ghana}, author = {Beg, Sabrin and Fitzpatrick, Anne and Lucas, Adrienne and Tsinigo, Edward}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8NHBI6R4}, keywords = {C:Ghana, \_C:Ghana GHA, ⛔ No DOI found}, pages = {43}, } @techreport{naylor_strengthening_2019, title = {Strengthening the {Education} {Workforce}}, language = {en}, author = {Naylor, Ruth and Jones, Charlotte and Boateng, Pearl}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F6F5W8P7}, keywords = {⛔ No DOI found}, pages = {84}, } @article{di_maio_strengthening_2020, title = {Strengthening the {Governance} of {Skills} {Systems}: {Lessons} from {Six} {OECD} {Countries}}, shorttitle = {Strengthening the {Governance} of {Skills} {Systems}}, url = {https://www.alexandria.unisg.ch/handle/20.500.14171/112292}, language = {en}, urldate = {2024-03-19}, author = {Di Maio, Gina and Seitzl, Lina and Unterweger, Daniel Franz}, month = mar, year = {2020}, note = {Publisher: OECD Publishing KerkoCite.ItemAlsoKnownAs: 4804264:HA632ZLW}, keywords = {Final\_citation, ⛔ No DOI found}, } @misc{noauthor_structural_nodate, title = {Structural {Investigation} {Report} at {GSS} {Tsakuwawa} {Classrooms} {Complex}, {Tsakuwawa}}, language = {ny}, note = {Place: Jigawa State, Nigeria}, } @misc{noauthor_structural_nodate, title = {Structural {Investigation} {Report} on a {One}-{Story} {Classrooms} and {Laboratory} {Complex} under {Construction} at {Binyaminu} {Usman} {Polytechnic}, {Hadejia}}, language = {en}, note = {Place: Jigawa State, Nigeria}, } @article{dagdelen_structured_2024, title = {Structured information extraction from scientific text with large language models}, volume = {15}, issn = {2041-1723}, url = {https://www.nature.com/articles/s41467-024-45563-x}, doi = {10.1038/s41467-024-45563-x}, abstract = {Abstract Extracting structured knowledge from scientific text remains a challenging task for machine learning models. Here, we present a simple approach to joint named entity recognition and relation extraction and demonstrate how pretrained large language models (GPT-3, Llama-2) can be fine-tuned to extract useful records of complex scientific knowledge. We test three representative tasks in materials chemistry: linking dopants and host materials, cataloging metal-organic frameworks, and general composition/phase/morphology/application information extraction. Records are extracted from single sentences or entire paragraphs, and the output can be returned as simple English sentences or a more structured format such as a list of JSON objects. This approach represents a simple, accessible, and highly flexible route to obtaining large databases of structured specialized scientific knowledge extracted from research papers.}, language = {en}, number = {1}, urldate = {2024-02-23}, journal = {Nature Communications}, author = {Dagdelen, John and Dunn, Alexander and Lee, Sanghoon and Walker, Nicholas and Rosen, Andrew S. and Ceder, Gerbrand and Persson, Kristin A. and Jain, Anubhav}, month = feb, year = {2024}, pages = {1418}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — 0a. {How}-{To} {Guides}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/zwh1kFyWr5dZ-VT__Rg4UxXOMBP2aFAAx-0.%20Introduction%20Brief.pdf}, number = {0a}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EUM85A2U}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — 0b. {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/DR2QYKWhjrpHehnr_M1Pxo6z3RIWM14zU-0.%20Literature%20Review%20of%20Structured%20Pedagogy.pdf}, number = {0b}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P44Z6UR4}, keywords = {\_yl:b}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — 0c. {Structured} {Pedagogy} {Can} {Really} {Work}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_Note4EducationLeaders.pdf}, number = {0c}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3SX48P5C}, } @techreport{adam_structured_2021, title = {Structured {Pedagogy} and {EdTech}}, institution = {EdTech Hub}, author = {Adam, Taskeen and Chuang, Rachel and Haßler, Björn}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:8ZE967GQ}, keywords = {Final\_citation, cited, existing}, } @techreport{adam_structured_2021, title = {Structured {Pedagogy} and {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2QM825CH}, institution = {EdTech Hub}, author = {Adam, Taskeen and Chuang, Rachel and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4460344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:8XFH4Q9X 2129771:DDU3QPXM 2339240:XXL72KUQ 2405685:2QM825CH}, keywords = {Author:Haßler, Author:OpenDevEd, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_duplicate\_item, \_bjoern\_cv, \_cover:analysis:nopdf, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 1. {Government} {Leadership} and {Program} {Adoption}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_1_Government-Leadership-and-Teacher-Adoption-.pdf}, number = {1}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AVVNCGG2}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 2. {Designing} an {Effective} {Structured} {Pedagogy} {Program}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_2.-Designing-an-Effective-Structured-Pedagogy-Program.pdf}, number = {2}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PVKV2TCH}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 3. {Curriculum} and {Scope} and {Sequence} {Development} for {Literacy} and {Numeracy} .pdf}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_3.-Nationwide-Curriculum-and-Scope-and-Sequence-Development-for-Literacy-and-Numeracy-.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PAMSA3IQ}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 4. {Materials} {Development}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_4.-Materials-Development.pdf}, number = {4}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N8SWZJHP}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 5. {Teacher} {Professional} {Development}: {Teacher} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_5_Teacher-Professional-Development-Teacher-Training.pdf}, number = {5}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YK9GSZTP}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 6. {Teacher} {Professional} {Development}- {Ongoing} {Teacher} {Support}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_6-Teacher-Professional-Development-Ongoing-Teacher-Support.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:453YGTQ4}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 7. {Data} {Systems} and {Accountability}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_7_Data-Accountability-Systems.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QQ2I6RJ4}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 8. {Systems} {Management}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_8_MOE-Systems.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8MKWJFCT}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {How}-{To} {Guides} and {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/3RE2wXi13FgNd4Hg_mr0kQNuaOqu8YF39-Structured%20Pedagogy%20How-To%20Guides%20and%20Literature%20Review.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:754EK7TT}, keywords = {\_yl:a}, } @misc{noauthor_structured_nodate, title = {Structured {Pedagogy} {Series}}, url = {https://scienceofteaching.site/how-to-guides/learning-outcomes/}, language = {en-US}, urldate = {2022-07-28}, journal = {Science of Teaching}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CA32R485 2129771:FATIBU67}, } @article{courtois_student_2014, title = {Student acceptance of tablet devices in secondary education: {A} three-wave longitudinal cross-lagged case study}, volume = {35}, doi = {10.1016/j.chb.2014.03.017}, journal = {Computers in Human Behavior}, author = {Courtois, Cédric and Montrieux, Hannelore and De Grove, Frederik and Raes, Annelies and De Marez, Lieven and Schellens, Tammy}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2014.03.017 10/f5528j 2129771:7GI2HKMA 257089:KQ4B6S86}, pages = {278--286}, } @article{cornelisz_student_2018, title = {Student engagement with computerized practising: {Ability}, task value, and difficulty perceptions}, volume = {34}, shorttitle = {Student engagement with computerized practising}, doi = {10.1111/jcal.12292}, number = {6}, journal = {Journal of Computer Assisted Learning}, author = {Cornelisz, Ilja and Van Klaveren, Chris}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12292 10/gfnwf7 2129771:KIP5C8KW}, keywords = {\_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {828--842}, } @misc{noauthor_student_nodate, title = {Student {Handbook} (1-3)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4W59SIT3}, } @article{heyneman_student_1980, title = {Student learning in {Uganda}: {Textbook} availability and other factors}, volume = {24}, url = {https://doi.org/10.1086/446116.}, doi = {10.1086/446116}, number = {2}, journal = {Comparative Education Review}, author = {Heyneman, S.P. and Jamison, D.T.}, year = {1980}, pages = {206--220}, } @article{goss_student_2022, title = {Student {Learning} {Outcomes} {Assessment} in {Higher} {Education} and in {Academic} {Libraries}: {A} {Review} of the {Literature}}, volume = {48}, issn = {0099-1333}, shorttitle = {Student {Learning} {Outcomes} {Assessment} in {Higher} {Education} and in {Academic} {Libraries}}, url = {https://www.sciencedirect.com/science/article/pii/S0099133321001762}, doi = {10.1016/j.acalib.2021.102485}, abstract = {Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {The Journal of Academic Librarianship}, author = {Goss, Harold}, month = mar, year = {2022}, keywords = {Academic libraries, Assessment, Information literacy, Librarians, Student learning outcomes, Student success}, pages = {102485}, } @article{mitchell_student_2019, title = {Student organisation as a facet of teaching quality in sub-{Saharan} {Africa}: evidence to inform the {World} {Bank}’s {Teach} observation instrument}, shorttitle = {Student organisation as a facet of teaching quality in sub-{Saharan} {Africa}}, journal = {UKFIET, Oxford}, author = {Mitchell, Rafael}, year = {2019}, keywords = {⛔ No DOI found}, } @article{park_student_2020, title = {Student participation in private supplementary education: {A} comparative analysis of {Japan}, {Korea}, {Shanghai}, and the {USA}}, volume = {6}, issn = {2057150X (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081537508&doi=10.1177%2f2057150X20916011&partnerID=40&md5=31add6a3defd3503538be10c82800bba}, doi = {10.1177/2057150X20916011}, abstract = {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.}, language = {English}, number = {2}, journal = {Chinese Journal of Sociology}, author = {Park, H. and Lim, Y.}, year = {2020}, note = {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}, pages = {239--256}, } @phdthesis{strohmyer_student_2016, type = {{PhD} {Thesis}}, title = {Student perceptions of flipped learning in a high school math classroom}, school = {Walden University}, author = {Strohmyer, Daniel A.}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:3AXEB7PX}, keywords = {\_C:Australia AUS, \_C:Cuba CUB, \_C:Ireland IRL, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{paskevicius_student_2018, title = {Student {Perceptions} of the {Creation} and {Reuse} of {Digital} {Educational} {Resources} in a {Community} {Development}-{Oriented} {Organisation}}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, issn = {2311-1550}, url = {http://oasis.col.org/handle/11599/2950}, abstract = {This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.}, language = {en}, urldate = {2018-06-09}, journal = {http://jl4d.org/index.php/ejl4d/article/view/253/284}, author = {Paskevicius, Michael and Hodgkinson-Williams, Cheryl}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2P7QUS2Z 2129771:U4HBXTYW 2129771:YXSZD8F3}, keywords = {\_C:Canada CAN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{knight_student_2016, title = {Student {Support} {Services} in the {OECS}}, institution = {The Education Development Management Unit (EDMU), OECS Commission}, author = {Knight, Verna and Robinson, Sandra}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILSNYMBE 2486141:H3NS45KR}, keywords = {\_Added to LR, \_T:reviewed}, } @article{crouch_student-teacher_2014, title = {Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions}, volume = {42}, issn = {1540-7330}, shorttitle = {Student-teacher relationships matter for school inclusion}, doi = {10.1080/10852352.2014.855054}, abstract = {For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.}, language = {eng}, number = {1}, journal = {Journal of Prevention \& Intervention in the Community}, author = {Crouch, Ronald and Keys, Christopher B. and McMahon, Susan D.}, year = {2014}, pmid = {24447156}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10852352.2014.855054 2129771:GPHYZXD6}, keywords = {Adaptation, Psychological, Adolescent, Data Collection, Disabled Children, Faculty, Female, Humans, Interpersonal Relations, Mainstreaming, Education, Male, Midwestern United States, Peer Group, Social Adjustment, Social Identification, Social Perception, Surveys and Questionnaires}, pages = {20--30}, } @article{mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://www.ajol.info/index.php/eajess/article/view/225251}, doi = {10.46606/eajess2022v03i02.0162}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences}, author = {Mulenga, Innocent Mutale and Bwalya, Katongo}, year = {2022}, pages = {78--90}, } @article{mutale_mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, issn = {27142132}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://eajess.ac.tz/2022/04/28/student-teachers-school-experience-in-zambia-experiences-and-challenges/}, doi = {10.46606/eajess2022v03i02.0162}, abstract = {The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.}, language = {en}, number = {2}, urldate = {2023-11-28}, journal = {EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES}, author = {Mutale Mulenga, Innocent and Bwalya, Katongo}, month = apr, year = {2022}, pages = {78--90}, } @article{ang_student_2020, title = {Student {Version} of the {Teacher}–{Student} {Relationship} {Inventory} ({S}-{TSRI}): {Development}, {Validation} and {Invariance}}, volume = {11}, issn = {1664-1078}, shorttitle = {Student {Version} of the {Teacher}–{Student} {Relationship} {Inventory} ({S}-{TSRI})}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2020.01724}, doi = {10.3389/fpsyg.2020.01724}, abstract = {There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.}, urldate = {2022-04-01}, journal = {Frontiers in Psychology}, author = {Ang, Rebecca P. and Ong, Soo Lin and Li, Xiang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.01724 2129771:DQ6IZRLV 2486141:GVR48WB2}, } @article{el-gayar_students_2011, title = {Students' {Acceptance} of {Tablet} {PCs} and {Implications} for {Educational} {Institutions}.}, volume = {14}, number = {2}, journal = {Educational Technology \& Society}, author = {El-Gayar, Omar F and Moran, Mark and Hawkes, Mark}, year = {2011}, note = {00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 257089:7T35U3VT}, keywords = {⛔ No DOI found}, pages = {58--70}, } @article{villani_students_2018, title = {Students' acceptance of tablet {PCs} in {Italian} high schools: {Profiles} and differences}, volume = {49}, shorttitle = {Students' acceptance of tablet {PCs} in {Italian} high schools}, doi = {10.1111/bjet.12591}, number = {3}, journal = {British Journal of Educational Technology}, author = {Villani, Daniela and Morganti, Laura and Carissoli, Claudia and Gatti, Elena and Bonanomi, Andrea and Cacciamani, Stefano and Confalonieri, Emanuela and Riva, Giuseppe}, year = {2018}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12591 10/gdfdkx 2129771:7HS9GRVD 2129771:KUTFSHF9}, keywords = {\_C:France FRA, \_C:Italy ITA, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {533--544}, } @article{traxler_students_2010, title = {Students and mobile devices}, volume = {18}, doi = {10.1080/09687769.2010.492847}, number = {2}, journal = {Research in Learning Technology}, author = {Traxler, John}, year = {2010}, note = {00037 KerkoCite.ItemAlsoKnownAs: 10.1080/09687769.2010.492847 10/crbzh7 2129771:2WEAG4L8 257089:NI89DJJ4}, } @phdthesis{oliviera_students_2014, type = {{MPhil} {Dissertation}}, title = {Students’ and teachers’ attitudes and views on employing the use of {iPads} in science lessons}, urldate = {2014-04-08}, school = {University of Cambridge}, author = {Oliviera, Jose}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 257089:RNMRCJJQ}, } @article{chen_students_2020, title = {Students’ behavioral intention to use and achievements in {ICT}-{Integrated} mathematics remedial instruction: {Case} study of a calculus course}, volume = {145}, issn = {03601315 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074199611&doi=10.1016%2fj.compedu.2019.103740&partnerID=40&md5=aeba46c8dcd8062e0e4ae72d46cd79f4}, doi = {10.1016/j.compedu.2019.103740}, abstract = {Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction. © 2019 Elsevier Ltd}, language = {English}, journal = {Computers and Education}, author = {Chen, C.-L. and Wu, C.-C.}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103740 2129771:97FQ64AP 2339240:ZSKRWZNN 2486141:AEJU8IX4}, keywords = {Applications in subject areas, Applications in subject areas ∙, Calculations, Computer aided instruction, Edtech, Education computing, Improving classroom teaching, Improving classroom teaching ∙, Information and Communication Technologies, Integration, Interactive learning environment, Interactive learning environments ∙, Knowledge acquisition, Least squares approximations, Marginalised, Multivariant analysis, Multivariate data analysis method, Pedagogy, Structural equation modeling, Students, Surveys, Teaching, Teaching/learning strategies, Teaching/learning strategy, Technology acceptance model, \_AcademicRecoveryOECS}, } @article{schaap_students_2012, title = {Students’ {Learning} {Processes} during {School}-{Based} {Learning} and {Workplace} {Learning} in {Vocational} {Education}: {A} {Review}}, volume = {5}, issn = {1874-785X, 1874-7868}, shorttitle = {Students’ {Learning} {Processes} during {School}-{Based} {Learning} and {Workplace} {Learning} in {Vocational} {Education}}, url = {https://link.springer.com/article/10.1007/s12186-011-9069-2}, doi = {10.1007/s12186-011-9069-2}, abstract = {Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.}, language = {en}, number = {2}, urldate = {2018-08-01}, journal = {Vocations and Learning}, author = {Schaap, Harmen and Baartman, Liesbeth and Bruijn, Elly de}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12186-011-9069-2 10/cw47r7 2129771:SRK6VS6C 2317526:MU9A5LG9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {99--117}, } @article{zlatkin-troitschanskaia_students_2021, title = {Students’ online information use and learning progress in higher education – {A} critical literature review}, volume = {46}, issn = {0307-5079}, url = {https://doi.org/10.1080/03075079.2021.1953336}, doi = {10.1080/03075079.2021.1953336}, abstract = {Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.}, number = {10}, urldate = {2022-04-05}, journal = {Studies in Higher Education}, author = {Zlatkin-Troitschanskaia, Olga and Hartig, Johannes and Goldhammer, Frank and Krstev, Jan}, month = oct, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03075079.2021.1953336}, keywords = {Online learning, higher education, meta-analysis, online media use}, pages = {1996--2021}, } @article{bidassey-manilal_students_2016, title = {Students’ {Perceived} {Heat}-{Health} {Symptoms} {Increased} with {Warmer} {Classroom} {Temperatures}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, url = {https://www.mdpi.com/1660-4601/13/6/566}, doi = {10.3390/ijerph13060566}, abstract = {Temperatures in Africa are expected to increase by the end of the century. Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources. Students (n = 252) aged {\textasciitilde}14–18 years from eight high schools completed an hourly heat-health symptom log over 5 days. Data loggers measured indoor classroom temperatures. A high proportion of students felt tired (97.2\%), had low concentration (96.8\%) and felt sleepy (94.1\%) during at least one hour on any day. There were statistically significant correlations, when controlling for school cluster effect and time of day, between indoor temperatures ≥32 °C and students who felt tired and found it hard to breathe. Consistently higher indoor classroom temperatures were observed in classrooms constructed of prefabricated asbestos sheeting with corrugated iron roof and converted shipping container compared to brick classrooms. Longitudinal studies in multiple seasons and different classroom building types are needed.}, language = {en}, number = {6}, urldate = {2022-05-28}, journal = {International Journal of Environmental Research and Public Health}, author = {Bidassey-Manilal, Shalin and Wright, Caradee Y. and Engelbrecht, Jacobus C. and Albers, Patricia N. and Garland, Rebecca M. and Matooane, Mamopeli}, month = jun, year = {2016}, note = {Number: 6 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13060566 2129771:FL8M9WN7 4682641:JTKBLJKU}, keywords = {BE:RELEVANT, BE:temperature, South Africa, climate change, health, school, temperature}, pages = {566}, } @incollection{teferra_students_2013, address = {London}, title = {Students’ {Perceptions} of {Financing} {Public} {Universities} in {Zambia}: {Toward} a {More} {Sustainable} and {Inclusive} {Policy} {Strategy}}, isbn = {978-1-349-46665-8 978-1-137-34578-3}, shorttitle = {Students’ {Perceptions} of {Financing} {Public} {Universities} in {Zambia}}, url = {http://link.springer.com/10.1057/9781137345783_12}, language = {en}, urldate = {2023-12-05}, booktitle = {Funding {Higher} {Education} in {Sub}-{Saharan} {Africa}}, publisher = {Palgrave Macmillan UK}, author = {Masaiti, Gift}, collaborator = {Teferra, Damtew}, year = {2013}, doi = {10.1057/9781137345783_12}, pages = {296--326}, } @article{edokpolor_students_2019, series = {Journal}, title = {Students' potential abilities as correlates of self-employment start-up intentions: {Evidence} from private sector-led technical and vocational education institutions in {Nigeria}}, doi = {10.26803/ijlter.18.9.8}, abstract = {© 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Edokpolor, James Edomwonyi and Abusomwan, Vero Iyalekhue}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.18.9.8 2129771:766VXUNT 2129771:XN248ZJL}, } @article{penuel_students_nodate, title = {Students’ {Responses} to {Curricular} {Activities} as {Indicator} of {Coherence} in {Project}-{Based} {Science}}, language = {en}, author = {Penuel, William R and Horne, Katie Van and Severance, Sam and Quigley, David and Sumner, Tamara}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6SNQDRSE}, keywords = {⛔ No DOI found}, } @incollection{fraillon_students_2014, address = {Cham}, title = {Students’ {Use} of and {Engagement} with {ICT} at {Home} and {School}}, isbn = {978-3-319-14221-0 978-3-319-14222-7}, url = {http://link.springer.com/10.1007/978-3-319-14222-7_6}, language = {en}, urldate = {2024-03-04}, booktitle = {Preparing for {Life} in a {Digital} {Age}}, publisher = {Springer International Publishing}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Friedman, Tim and Gebhardt, Eveline}, collaborator = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Friedman, Tim and Gebhardt, Eveline}, year = {2014}, doi = {10.1007/978-3-319-14222-7_6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-14222-7\_6 4804264:UA4CEVR4}, keywords = {Final\_citation}, pages = {125--166}, } @misc{evans_studies_nodate, title = {Studies of {COVID}-19 and {Education} in {LMICs}}, url = {https://docs.google.com/spreadsheets/d/1g8d7Jv2OerXn1C1uUtt29PlKwUfCEUeoir02Pl9OZpM/edit?usp=sharing&usp=embed_facebook}, abstract = {Sheet1 Authors,Title,Country,Level,Outcome,Region,Date,Product,Provenance,In twitter thread Angrist N, Bergman P, Brewster C, Matsheng M,{\textless}a href="https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf"{\textgreater}Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech In...}, language = {en-GB}, urldate = {2020-08-12}, author = {Evans, David and Acosta, Amina}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9H26FQJ 2405685:P7QBYBN6}, } @article{loras_study_2021, title = {Study {Behavior} in {Computing} {Education}\&\#x2014;{A} {Systematic} {Literature} {Review}}, volume = {22}, url = {https://doi.org/10.1145/3469129}, doi = {10.1145/3469129}, abstract = {As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.}, number = {1}, urldate = {2022-04-05}, journal = {ACM Transactions on Computing Education}, author = {Lorås, Madeleine and Sindre, Guttorm and Trætteberg, Hallvard and Aalberg, Trond}, month = oct, year = {2021}, keywords = {Computing education, educational context, study behavior, study habits, study process, study strategies, study tactics}, pages = {9:1--9:40}, } @techreport{walker_study_2016, title = {Study on {Agricultural} {Technical} and {Vocational} {Education} and {Training} ({ATVET}) in {Developing} {Countries}}, language = {en}, institution = {Swiss Agency for Development and Cooperation}, author = {Walker, Katharina and Hofstetter, Sonja}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QSX2X8BG 2317526:PJUUV6BL}, } @article{walters_study_2012, title = {Study on {Key} {Issues} and {Policy} {Considerations} in {Promoting} {Lifelong} {Learning} in {Selected} {African} {Countries} {Ethiopia}, {Kenya}, {Namibia}, {Rwanda} and {Tanzania}}, url = {http://www.adeanet.org/triennale-2012/sites/default/files/2018-07/1.3.05_document_sub_theme_1.pdf}, language = {en}, author = {Walters, Shirley and Yang, Jin and Roslander, Peter}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y8BTH6NC 2317526:6KI5SDZC}, keywords = {⛔ No DOI found}, } @article{mains_study_2011, title = {Study on the feasibility of provision of distance learning programmes in surgery to {Malawi}}, url = {https://www.sciencedirect.com/science/article/pii/S1479666X10002969}, doi = {10.1016/j.surge.2010.11.032}, abstract = {Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.}, language = {en}, journal = {The Surgeon}, author = {Mains, Edward A.A. and Blackmur, James P. and Dewhurst, David and Ward, Ross M. and Garden, O. James and Wigmore, Stephen J.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, A:Africa, C:Malawi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing world, F:access, F:qualification, F:teaching, P:media, Q:degree, Q:distance learning, T:Training, T:distance learning program, T:trainee, Z:Education, Distance [I02.195], Z:Education, Medical, Graduate [I02.358.399.350], Z:Malawi [Z01.058.290.175.500], publicImportV1}, } @techreport{noauthor_study_2022, title = {Study on the {Use} of {Ict} in {Education} and {Remote} {Learning} {During} {Crises} and the {Required} {Investment} for {Digital} {Transformation} for {African} {Countries}}, url = {https://www.adeanet.org/en/publications/country-profile-report-mauritius-study-use-ict-education-remote-learning-during-crises}, urldate = {2024-01-26}, institution = {Association for the Development of Education in Africa}, month = dec, year = {2022}, } @article{gobede_studying_2022, title = {Studying dilemmas of mathematics teaching in {Southern} {Africa}}, url = {https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/3054053}, doi = {10.4102/ajoted.v1i1.4}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Gobede, Fraser and Mosvold, Reidar}, year = {2022}, note = {Publisher: AOSIS (Pty) Ltd.}, } @inproceedings{mora_studying_2021, title = {Studying {How} to {Apply} {Chatbots} {Technology} in {Higher}-{Education}: {First} {Results} and {Future} {Strategies}}, shorttitle = {Studying {How} to {Apply} {Chatbots} {Technology} in {Higher}-{Education}}, booktitle = {International {Conference} on {Human}-{Computer} {Interaction}}, publisher = {Springer}, author = {Mora, Antonio M. and Guillén, Alberto and Barranco, Francisco and Castillo, Pedro A. and Merelo, Juan J.}, year = {2021}, keywords = {⛔ No DOI found}, pages = {185--198}, } @article{tull_stunting_2019, title = {Stunting, {Wasting}, and {Education} in {Nigeria}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14378}, abstract = {Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018).}, language = {en}, urldate = {2022-12-18}, author = {Tull, Kerina}, month = feb, year = {2019}, note = {Accepted: 2019-03-01T11:33:08Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JADDNW86 4869029:QYY2KVDM}, keywords = {⛔ No DOI found}, } @techreport{the_hp_cambridge_partnership_for_education_edtech_fellowship_style_2023, title = {Style {Guide}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/TCFNCR2A}, language = {en}, institution = {Open Development \& Education}, author = {{The HP Cambridge Partnership for Education EdTech Fellowship}}, month = jun, year = {2023}, doi = {10.53832/opendeved.0292}, note = {ZenodoArchiveID: 8052087 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0292 ZenodoArchiveConcept: 8052086}, keywords = {\_comingsoon, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @inproceedings{hsu_style_2006, title = {Style \& topic language model adaptation using {HMM}-{LDA}}, url = {https://aclanthology.org/W06-1644.pdf}, urldate = {2024-02-23}, booktitle = {Proceedings of the 2006 {Conference} on {Empirical} {Methods} in {Natural} {Language} {Processing}}, author = {Hsu, Bo-June Paul and Glass, James}, year = {2006}, keywords = {⛔ No DOI found}, pages = {373--381}, } @misc{state_submitted_2019, title = {Submitted to {TETFund}, {Abuja}}, language = {en}, author = {State, Zamfara}, month = nov, year = {2019}, } @article{tinbergen_substitution_1974, title = {Substitution of graduate by other labour}, url = {https://repub.eur.nl/pub/8084/1974Kyklos.pdf}, urldate = {2024-02-29}, journal = {Kyklos: international review for social sciences}, author = {Tinbergen, Jan}, year = {1974}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EQ69PSK8}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{mcdermott_successes_2015, title = {Successes and challenges of implementing a teacher education project in rural {Sierra} {Leone}}, volume = {71}, doi = {10.1016/j.ijer.2015.02.001}, journal = {International Journal of Educational Research}, author = {Mcdermott, Peter and Allen, Nancy}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2129771:BMFE5WPR 2405685:8F6MKJP5}, keywords = {\_C:Sierra Leone SLE}, } @article{noauthor_sudan_2019, series = {News}, title = {Sudan: {Sudanese} {Minister} of {Education} {Expresses} her {Support} for the {TVET} {Development} of {UNESCO} in {Sudan}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZUK2P39C}, } @article{noauthor_sudan_2019, series = {News}, title = {Sudan: {UNESCO} {Reported} to the {Sudanese} {National} {Assembly} on the {Status} of the {Technical} and {Vocational} {Education} and {Training} {System}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H9G8GCZA}, } @techreport{baron_suffering_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Suffering in {Silence}: {How} {COVID}-19 {School} {Closures} {Inhibit} the {Reporting} of {Child} {Maltreatment}}, shorttitle = {Suffering in {Silence}}, url = {https://papers.ssrn.com/abstract=3601399}, abstract = {To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations---school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.}, language = {en}, number = {ID 3601399}, urldate = {2020-08-12}, institution = {Social Science Research Network}, author = {Baron, E. Jason and Goldstein, Ezra G. and Wallace, Cullen T.}, month = jul, year = {2020}, doi = {10.2139/ssrn.3601399}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3601399 2129771:VDD4KRU2}, keywords = {COVID-19, Child Maltreatment, School Closures}, } @article{kadzamira_summary_2003, title = {Summary of findings from an investigative study of abuse of girls in {Malawian} primary schools}, volume = {1}, number = {1}, journal = {Malawi Journal of Development Education}, author = {Kadzamira, Eve}, year = {2003}, note = {Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 2129771:Z9RRPBEI 4752638:4AJIKNZ6 4752638:JPP4IZYL}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, pages = {77--83}, } @misc{schools2030_summary--handbook-03_measuring-non-academic-learningpdf_nodate, title = {Summary-of-{Handbook}-03\_Measuring-{Non}-{Academic}-{Learning}.pdf}, url = {https://schools2030.org/wp-content/uploads/2022/01/Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf}, urldate = {2022-03-30}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35N8TM89 2486141:N2S7BVAZ}, } @incollection{gersten_summary_2014, address = {Washington, DC}, title = {Summary of research on the effectiveness of math professional development approaches}, url = {http://files.eric.ed.gov/fulltext/ED544681.pdf.}, booktitle = {for {Education} {Evaluation} and {Regional} {Assistance}, {U}. {S}. {Department} of {Education}; and {Regional} {Educational} {Laboratory} {Southeast} at {Florida} {State} {University}}, author = {Gersten, R. and Taylor, M.J. and Keys, T.D. and Rolfhus, E. and Newman-Gonchar, R.}, year = {2014}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_summary_2022, type = {{RTT} {Evaluation}}, title = {Summary {Report}: {Evaluation} of the {Rapid} {Teacher} {Training}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/F6WS8X4W}, language = {en}, number = {2}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, month = feb, year = {2022}, doi = {10.53832/opendeved.0266}, note = {ZenodoArchiveID: 6323508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323508 ZenodoArchiveConcept: 6323507}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_summary_report-_build_back_better_business_council_pdf_nodate, title = {{SUMMARY}\_REPORT-\_BUILD\_BACK\_BETTER\_BUSINESS\_COUNCIL\_.pdf}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1045013/SUMMARY_REPORT-_BUILD_BACK_BETTER_BUSINESS_COUNCIL_.pdf}, urldate = {2022-04-17}, } @techreport{day_summer_2013, address = {London}, title = {Summer {Schools} {Programme} for {Disadvantaged} {Pupils}: {Key} findings for {Schools} {Research} report}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/197198/DFE-RR271B.pdf}, language = {English}, institution = {Department for Education}, author = {Day, Laurie and Martin, Kerry and Sharp, Caroline and Gardner, Rachel and Barham, Jo}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V3BPHN9D 2486141:WC9VQP89}, keywords = {\_Added to LR, \_G:reviewed, ⛔ No DOI found}, } @article{essamlali_supervised_2024, title = {Supervised {Machine} {Learning} {Approaches} for {Predicting} {Key} {Pollutants} and for the {Sustainable} {Enhancement} of {Urban} {Air} {Quality}: {A} {Systematic} {Review}}, volume = {16}, issn = {2071-1050}, url = {https://doi.org/10.3390/su16030976}, doi = {10.3390/su16030976}, abstract = {Urban air pollution is a pressing global issue driven by factors such as swift urbanization, population expansion, and heightened industrial activities. To address this challenge, the integration of Machine Learning (ML) into smart cities presents a promising avenue. Our article offers comprehensive insights into recent advancements in air quality research, employing the PRISMA method as a cornerstone for the reviewing process, while simultaneously exploring the application of frequently employed ML methodologies. Focusing on supervised learning algorithms, the study meticulously analyzes air quality data, elucidating their unique benefits and challenges. These frequently employed ML techniques, including LSTM (Long Short-Term Memory), RF (Random Forest), ANN (Artificial Neural Networks), and SVR (Support Vector Regression), are instrumental in our quest for cleaner, healthier urban environments. By accurately predicting key pollutants such as particulate matter (PM), nitrogen oxides (NOx), carbon monoxide (CO), and ozone (O3), these methods offer tangible solutions for society. They enable informed decision-making for urban planners and policymakers, leading to proactive, sustainable strategies to combat urban air pollution. As a result, the well-being and health of urban populations are significantly improved. In this revised abstract, the importance of frequently employed ML methods in the context of air quality is explicitly emphasized, underlining their role in improving urban environments and enhancing the well-being of urban populations.}, number = {3}, journal = {Sustainability}, author = {Essamlali, Ismail and Nhaila, Hasna and Khaïli, Mohamed El}, month = jan, year = {2024}, note = {openalex: W4391131339 KerkoCite.ItemAlsoKnownAs: 10.3390/su16030976 2129771:THFFNCYM 5072953:5TPJXCNX}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {976--976}, } @inproceedings{da_silva_support_2020, title = {Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in {Guinea}-{Bissau}}, volume = {6}, shorttitle = {Support for teachers in challenging situations as a factor of change}, doi = {10.32865/fire202062181}, booktitle = {{FIRE}: {Forum} for {International} {Research} in {Education}}, author = {da Silva, Rui and Oliveira, Joana}, year = {2020}, note = {Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA}, keywords = {\_C:Angola AGO, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Guinea-Bissau GNB, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review [{JRTE}]}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, abstract = {Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 2129771:YQAWM35J 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN}, keywords = {COVID-19, Teacher education, \_EdTechHub\_Output, \_GS:indexed, \_cover:analysis:nopdf, \_genre:LR-literature\_review, \_r:CopiedFromEvLib, \_yl:a, emergencies, emergency remote education, remote education}, pages = {1--16}, } @book{morocco_supported_2008, address = {New York, NY}, title = {Supported {Literacy} for {Adolescents}: {Transforming} {Teaching} and {Content} {Learning} for the {Twenty}-{First} {Century}}, publisher = {Jossey-Bass}, author = {Morocco, Catherine Cobb and Aguilar, Cynthia Mata and Bershad, Carol and Kotula, Andrea Winokur and Hindin, Alisa}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5CMPRIPK 2486141:WM45NIX2}, } @article{pasanen_supporting_2019, title = {Supporting adaptive management}, url = {https://docs.edtechhub.org/lib/VGV37LM7}, language = {en}, urldate = {2024-03-04}, author = {Pasanen, Tiina and Barnett, Inka}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:A4CFIKNE}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {32}, } @techreport{pasanen_supporting_2019, title = {Supporting adaptive management}, url = {https://odi.org/en/publications/supporting-adaptive-management-monitoring-and-evaluation-tools-and-approaches/}, language = {en}, author = {Pasanen, Tiina and Barnett, Inka}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TZR7LJGD 2129771:YFAJNMFU}, keywords = {⛔ No DOI found}, pages = {32}, } @article{hallfors_supporting_2011, title = {Supporting adolescent orphan girls to stay in school as {HIV} risk prevention: evidence from a randomized controlled trial in {Zimbabwe}}, volume = {101}, shorttitle = {Supporting adolescent orphan girls to stay in school as {HIV} risk prevention}, doi = {10.2105/AJPH.2010.300042}, number = {6}, journal = {American journal of public health}, author = {Hallfors, Denise and Cho, Hyunsan and Rusakaniko, Simbarashe and Iritani, Bonita and Mapfumo, John and Halpern, Carolyn}, year = {2011}, note = {Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2010.300042 2129771:9AFHIC4G 4502395:LP44BDHN 4502395:ZZS9M9AW}, pages = {1082--1088}, } @article{sailors_supporting_2014, title = {Supporting {Change} in {Literacy} {Instruction} in {Malawi}}, volume = {49}, issn = {1936-2722}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70}, doi = {10.1002/rrq.70}, abstract = {In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.}, language = {en}, number = {2}, urldate = {2020-05-10}, journal = {Reading Research Quarterly}, author = {Sailors, Misty and Hoffman, James V. and Pearson, P. David and McClung, Nicola and Shin, Jaran and Phiri, Liveness Mwale and Saka, Tionge}, year = {2014}, note = {shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ}, keywords = {Adult, C:Malawi, Childhood, Coaching, Decoding, Discussion, Early childhood, English as a second language, English for speakers of other languages, English language learners, English learners, Experimental, Fairy tales, Family literacy, Home language, Home-school connections, In-service, Instructional models, Language learners, Literature, Literature-based instruction, Oral language, Parental involvement, Phonics, Program evaluation, Reading strategies, Research methodology, School based, Sight words, Sociocultural, Socioeconomic factors, Strategies, Supplementary resources, Teacher education, Textbooks, \_C:Botswana BWA, \_C:Fiji FJI, \_C:France FRA, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, and materials, folk tales, methods, phonemic awareness, phonological awareness, professional development, quasi-experimental, word recognition}, pages = {209--231}, } @article{hanschke_supporting_2021, title = {Supporting communities of practice – {A} {Journey} to effective problem-solving}, volume = {4}, issn = {2572-4754}, url = {https://gatesopenresearch.org/articles/4-110/v2}, doi = {10.12688/gatesopenres.13149.2}, abstract = {In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1) Community Identity: Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2) Quick Win: Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3) Stewardship: Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4) Evolution: Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.}, language = {en}, urldate = {2021-03-18}, journal = {Gates Open Research}, author = {Hanschke, Christina and Baer, James and Gangaramany, Alok and Verheijen, Janneke and Kilonzo, Nduku and Okiya, Bryan and Ranji, Leonard Kibe and Amolo, Stephen Amolo and Zwane, Simon and Nkambule, Rejoice and Buluma, Violet and Ojoo, Sylvia and Kim, Susan and Kibwana, Sharon and Dybul, Mark and Kretschmer, Steve}, month = mar, year = {2021}, pages = {110}, } @inproceedings{wolfenden_supporting_2011, address = {Pretoria; Maputo, Mozambique}, title = {Supporting induction to the teaching profession for women in {Malawi}}, isbn = {978-1-77592-032-8}, shorttitle = {{DETA} {Conference} 2011 proceedings}, url = {http://www.deta.up.ac.za/archive2013/DETA%20ConferenceProceedings2011.PDF}, abstract = {Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.}, language = {en}, booktitle = {{DETA} {Conference} 2011 proceedings}, publisher = {Unit for Distance Education, University of Pretoria ; Eduardo Mondlane University}, author = {Wolfenden, F. and Gallastegi, L and Chitsulo, J.}, year = {2011}, note = {OCLC: 1017393398 KerkoCite.ItemAlsoKnownAs: 2129771:M3GIEDXN 2249382:39M34HRW 2317526:78FDDIDF}, } @article{watts_supporting_2023, title = {Supporting {Intra}-{Sectoral} {Collaboration} in the {Primary} {Education} {Sector} in {Northern} {Nigeria}}, doi = {10.1080/18146627.2023.2243033}, language = {en}, journal = {Africa Education Review}, author = {Watts, Michael and Akogun, Oladele and Allsop, Terry and Waziri, Nafisa}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MAK4WYR2 2129771:N2XZXYHV 2129771:YLANDWDQ 2486141:5NGJW7SK}, keywords = {⚠️ Invalid DOI}, } @article{watts_supporting_2023, title = {Supporting {Intra}-{Sectoral} {Collaboration} in the {Primary} {Education} {Sector} in {Northern} {Nigeria}}, issn = {1814-6627, 1753-5921}, url = {https://www.tandfonline.com/doi/full/10.1080/18146627.2023.2243033}, doi = {10.1080/18146627.2023.2243033}, language = {en}, urldate = {2023-10-30}, journal = {Africa Education Review}, author = {Watts, Michael and Akogun, Oladele and Allsop, Terry and Waziri, Nafisa}, month = aug, year = {2023}, pages = {1--18}, } @article{pitt_supporting_2020, title = {Supporting open educational practices through open textbooks}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1757411}, doi = {10.1080/01587919.2020.1757411}, abstract = {There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Pitt, Rebecca (Beck) and Jordan, Katy and Arcos, Beatriz de los and Farrow, Robert and Weller, Martin}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757411}, keywords = {United Kingdom, higher education, open educational practices (OEP), open educational resources (OER), open pedagogy, open textbooks}, pages = {303--318}, } @techreport{doss_supporting_2017, title = {Supporting {Parenting} through {Differentiated} and {Personalized} {Text}-{Messaging}: {Testing} {Effects} on {Learning} {During} {Kindergarten}}, url = {https://files.eric.ed.gov/fulltext/ED579680.pdf}, urldate = {2020-09-09}, author = {Doss, Christopher and Fahle, Erin and Loeb, Susanna and York, Ben}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:38A7QBBZ 2129771:UQINCL32}, } @article{zubairi_supporting_2016, title = {Supporting primary and secondary education for refugees: the role of international financing}, shorttitle = {Supporting primary and secondary education for refugees}, journal = {Commissioned by Malala Fund}, author = {Zubairi, Asma and Rose, Pauline}, year = {2016}, keywords = {⛔ No DOI found}, } @article{taftaf_supporting_2020, title = {Supporting {Refugee} {Distance} {Education}: {A} {Review} of the {Literature}}, volume = {34}, issn = {0892-3647}, shorttitle = {Supporting {Refugee} {Distance} {Education}}, url = {https://doi.org/10.1080/08923647.2020.1691411}, doi = {10.1080/08923647.2020.1691411}, abstract = {The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.}, number = {1}, urldate = {2022-04-05}, journal = {American Journal of Distance Education}, author = {Taftaf, Randa and Williams, Christy}, month = jan, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/08923647.2020.1691411 KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2129771:7PNWHCSL}, keywords = {\_genre:LR-literature\_review}, pages = {5--18}, } @book{reid_supporting_2015, title = {Supporting teacher development: literature review.}, isbn = {978-1-74322-227-0}, shorttitle = {Supporting teacher development}, abstract = {This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].}, language = {en}, author = {Reid, Kate and Kleinhenz, Elizabeth and {Australia} and {Department of Foreign Affairs and Trade}}, year = {2015}, note = {OCLC: 930576865}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Belgium BEL, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{papi_supporting_2020, title = {Supporting {Teachers} in the {Transition} towards {Distance} {Education}: {Challenges} and {Means}}, volume = {7}, copyright = {Copyright (c) 2020 Cathia Papi}, issn = {2311-1550}, shorttitle = {Supporting {Teachers} in the {Transition} towards {Distance} {Education}}, url = {https://jl4d.org/index.php/ejl4d/article/view/449}, abstract = {During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Papi, Cathia}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WWNSMFD4}, keywords = {distance education, online learning, pandemic, transition, ⛔ No DOI found}, pages = {467--472}, } @article{mays_supporting_2021, title = {Supporting {Teachers} {Moving} {Online}, {Using} a {MOOC}, {During} the {COVID}-19 {Pandemic}}, volume = {8}, copyright = {Copyright (c) 2021 Tony John Mays; Betty Ogange, Som Naidu, Kirk Perris}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/497}, abstract = {Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mays, Tony John and Ogange, Betty and Naidu, Som and Perris, Kirk}, month = mar, year = {2021}, note = {Number: 1}, keywords = {COVID-19, MOOC, OER, online, teaching, ⛔ No DOI found}, pages = {27--41}, } @techreport{dangelo_supporting_2023, address = {Washington DC, USA, and Ottawa, Canada}, title = {Supporting {Teaching} to {Improve} {Teaching} and {Learning}: {A} {GPE} {KIX} {Scoping} {Study} {Working} {Paper}}, url = {https://www.gpekix.org/knowledge-repository/supporting-teachers-improve-teaching-and-learning-gpe-kix-scoping-study}, institution = {Global Partnership for Education Knowledge and Innovation Exchange}, author = {D'Angelo, Sophia and Cameron, L and Assane Igodoe, A and Sheria Nfundiko, J}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3W8GWRZF}, } @article{pretorius_supporting_2014, title = {Supporting transition or playing catch-up in {Grade} 4? {Implications} for standards in education and training}, volume = {32}, url = {http://journals.ufs.ac.za/index.php/pie/article/download/1844/1822}, abstract = {This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.}, number = {1}, urldate = {2020-11-17}, journal = {Perspectives in Education}, author = {Pretorius, Elizabeth J}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJP78N5X 2486141:XWUEP2M8}, keywords = {\_Added to LR, \_T:reviewed, ⛔ No DOI found}, pages = {47--72}, } @book{montani_supranational_2018, address = {Milton}, title = {Supranational {Political} {Economy}: the {Globalisation} of the {State}-{Market} {Relationship}.}, isbn = {978-1-317-23586-6 978-1-317-23585-9 978-1-317-23584-2 978-1-315-62671-0 978-1-138-64800-5}, shorttitle = {Supranational {Political} {Economy}}, url = {https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5540928}, abstract = {With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.}, language = {English}, urldate = {2022-04-17}, publisher = {Routledge}, author = {Montani, Guido}, year = {2018}, note = {OCLC: 1056908172}, } @article{caceres_surveillance_2017, title = {Surveillance training for ebola preparedness in {Côte} d’{Ivoire}, {Guinea}-{Bissau}, {Senegal}, and {Mali}}, doi = {10.3201/eid2313.170299}, abstract = {© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.}, language = {en}, journal = {Emerging Infectious Diseases}, author = {Cáceres, Victor M. and Sidibe, Sekou and Andre, McKenzie and Traicoff, Denise and Lambert, Stephanie and King, Melanie E. and Kazambu, Ditu and Lopez, Augusto and Pedalino, Biagio and Herrera Guibert, Dionisio J. and Wasswa, Peter and Cardoso, Placido and Assi, Bernard and Ly, Alioune and Traore, Bouyagui and Angulo, Frederick J. and Quick, Linda and Dicker, Richard and Brenner, Eric and Dixon, Meredith G. and Meyer, Erika and Rhodes, Rachel and Twinomugisha, Samuel and Kimuli, Anthony and Agnihotri, Sachin and Johnson, Kenneth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, -missingHU, A:West Africa, C:Guinea, C:Guinea-Bissau, C:Liberia, C:Mali, C:Nigeria, C:Senegal, C:Sierra Leone, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:health, P:services, R:survey, T:Training, T:competency-based training, T:trainee, \_C:Sierra Leone SLE, publicImportV1}, } @article{hargittai_survey_2005, title = {Survey {Measures} of {Web}-{Oriented} {Digital} {Literacy}}, volume = {23}, issn = {0894-4393, 1552-8286}, url = {http://journals.sagepub.com/doi/10.1177/0894439305275911}, doi = {10.1177/0894439305275911}, abstract = {This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic.}, language = {en}, number = {3}, urldate = {2024-01-12}, journal = {Social Science Computer Review}, author = {Hargittai, Eszter}, month = aug, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0894439305275911 2129771:9NUL27W6 5242966:SPYQVDFW}, pages = {371--379}, } @techreport{gaible_survey_2008, title = {Survey of {ICT} and {Education} in the {Caribbean}: {A} summary report, {Based} on 16 {Country} {Surveys}}, url = {https://www.infodev.org/sites/default/files/resource/InfodevDocuments_585.pdf}, urldate = {2020-12-08}, author = {Gaible, Edmond}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4BNT2HLC 2486141:9F79P3G9}, } @techreport{gaible_survey_2008, title = {Survey of {ICT} and {Education} in the {Caribbean} {Volume} {II}: {Country} {Reports}}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_600.pdf}, number = {Volume II}, urldate = {2020-12-08}, author = {Gaible, Edmond}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZTDDFHEZ 2486141:IIRR2ESH}, } @misc{hoang_survey_2020, title = {Survey on {Vietnamese} teachers’ perspectives during {COVID}-19}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/FOCPKH}, abstract = {This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...}, language = {en}, urldate = {2020-08-19}, publisher = {Harvard Dataverse}, author = {Hoang, Anh-Duc and Pham, Hiep-Hung and Le, Quynh-Anh Thi and Dinh, Viet-Hung and Le, Thu-Trang Thi and Nguyen, Yen-Chi}, month = may, year = {2020}, note = {Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5}, } @article{pinsonneault_survey_1993, title = {Survey research methodology in management information systems: an assessment}, volume = {10}, doi = {10.1080/07421222.1993.11518001}, language = {en}, number = {2}, journal = {Journal of Management Information Systems}, author = {Pinsonneault, A and Kraemer, K}, editor = {Prester, J. and Wagner, G. and Schryen, G.}, year = {1993}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07421222.1993.11518001 2129771:EPZST5FK 2486141:MVAPAQER}, pages = {75--105}, } @incollection{rocksen_sustainability_2022, title = {Sustainability and science and technology teacher education: {A} review of the literature}, isbn = {978-1-00-319015-8}, shorttitle = {Sustainability and science and technology teacher education}, abstract = {To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.}, booktitle = {Science and {Technology} {Teacher} {Education} in the {Anthropocene}}, publisher = {Routledge}, author = {Rocksén, Miranda and Vhurumuku, Elaosi and Svensson, Maria}, year = {2022}, note = {Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL}, keywords = {\_genre:LR-literature\_review}, } @techreport{hasler_sustainability_2007, title = {Sustainability for {Open} {Educational} {Resources}}, copyright = {All rights reserved}, institution = {UK National Commission to UNESCO}, author = {Haßler, Björn}, year = {2007}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:4SBSTV83}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @article{gutierrez-bucheli_sustainability_2022, title = {Sustainability in engineering education: {A} review of learning outcomes}, volume = {330}, issn = {0959-6526}, shorttitle = {Sustainability in engineering education}, url = {https://www.sciencedirect.com/science/article/pii/S095965262103910X}, doi = {10.1016/j.jclepro.2021.129734}, abstract = {Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.}, language = {en}, urldate = {2022-04-05}, journal = {Journal of Cleaner Production}, author = {Gutierrez-Bucheli, Laura and Kidman, Gillian and Reid, Alan}, month = jan, year = {2022}, keywords = {Education for sustainable development, Engineering education, Learning outcomes, Realist review, Scoping review, Sustainable development}, pages = {129734}, } @inproceedings{tudunwada_sustainable_2009, title = {Sustainable {Agriculture} and {Climate} {Change} in {Nigeria}}, language = {en}, booktitle = {5th {Conference}/seminar of the {National} {Council} of {Local} {Government} {Departments} of {Agriculture} ({NACOLGDA}) at merit {House}, {Maitama}, {Abuja}. 10th}, author = {Tudunwada, I.Y.}, year = {2009}, keywords = {⛔ No DOI found}, } @article{chiu_sustainable_2020, title = {Sustainable curriculum planning for artificial intelligence education: {A} self-determination theory perspective}, volume = {12}, shorttitle = {Sustainable curriculum planning for artificial intelligence education}, url = {https://www.mdpi.com/2071-1050/12/14/5568}, doi = {10.3390/su12145568}, number = {14}, urldate = {2024-02-24}, journal = {Sustainability}, author = {Chiu, Thomas KF and Chai, Ching-sing}, year = {2020}, note = {Publisher: MDPI}, pages = {5568}, } @techreport{goldie-scot_sustainable_2018, address = {London}, title = {Sustainable {Development} {Goal} 4 in the {Commonwealth} - {Status} {Update} {Report}}, url = {http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf}, urldate = {2020-07-23}, institution = {Commonwealth Secretariat}, author = {Goldie-Scot, Matthew and Hollows, Sophie and Hennessy, Sara and Mathew, Primrose and Delbridge-Smith, Paul and Haßler, Björn}, year = {2018}, doi = {10.5281/zenodo.3958259}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahamas BHS, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Dominica DMA, \_C:Fiji FJI, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nauru NRU, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @misc{united_nations_sustainable_nodate, title = {Sustainable {Development} {Goals}}, url = {https://sustainabledevelopment.un.org/?menu=1300}, urldate = {2020-05-28}, author = {United Nations}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8LP5VFLY 2317526:7LKI73LA}, } @book{jenkins_sustainable_2014, title = {Sustainable {Development} in the {OECS}, an {Antiguan} and {Barbudan} case study.}, author = {Jenkins, Colin John}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XY3AGP4C}, } @article{ushimaru_sustainable_2012, title = {Sustainable green energy production from agricultural and poultry operations-{A} renewable energy project for community empowerment and vocational training in remote villages in {South} {Africa}}, doi = {10.1109/ghtc.2012.80}, abstract = {The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.}, language = {en}, journal = {INEE Global Humanitarian Technology Conference}, author = {Ushimaru, Kenji}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ghtc.2012.80 10/gf62nf 2129771:TX6XC4WV 2317526:THP2WYWK LOCAL-SCOPUS\_ID:84873114957}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agricultural, P:economy, P:production, P:technician, P:technology, T:TVET, Z:agricultural waste, Z:economicdevelopment, Z:induction heating, Z:job creation, Z:power plant, Z:renewableenergy, Z:steam extraction, publicImportV1}, } @incollection{yaya_sustainable_2008, title = {Sustainable groundwater development in {Nigeria}}, isbn = {978-0-429-20736-5}, abstract = {ABSTRACT: Developing groundwater is generally an excellent option for sustainable water supplies in Nigeria, despite some challenges. However, to achieve a sustainable supply, planning is required which needs hydrological and hydrogeological data as well information on water demand and general socioeconomic conditions. Data requirements include: the quantity of water required per year, intended rate of abstraction, the use of water and the amount of money available; detailed geology of area – type, extent, structure and variability of rocks, aquifer properties; rainfall \& surface water sources; the cost of drilling, pumps and other materials; and potential incomes from water sales. Development of groundwater resources involves a sequential process with three phases: exploration, evaluation and exploitation. Often, groundwater supply projects concentrate on exploitation to the neglect of the evaluation phase. Groundwater supply projects can fail if this sequential development process is not followed. Adequate data cannot be available for meaningful planning if no proper evaluation is carried out before exploitation. Equally, to ensure sustainability there is need for periodic re-evaluation of demand, performance and changes in hydrological and hydrogeological conditions. The paper examines groundwater resources development and water supply programmes in Nigeria with emphasis on technical and social constraints to achieving sustainable groundwater development.}, booktitle = {Applied {Groundwater} {Studies} in {Africa}}, publisher = {CRC Press}, author = {Yaya, A. Onugba \& O. O.}, year = {2008}, note = {Num Pages: 12 KerkoCite.ItemAlsoKnownAs: 2129771:UV5GEC8F 2486141:2GVD9BWU}, } @article{fortanier_sustainable_2010, title = {Sustainable tourism industry development in sub-{Saharan} {Africa}: {Consequences} of foreign hotels for local employment}, url = {https://www.sciencedirect.com/science/article/pii/S0969593109001449}, doi = {10.1016/j.ibusrev.2009.11.007}, abstract = {Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.}, language = {en}, journal = {International Business Review}, author = {Fortanier, Fabienne and Wijk, Jeroen van}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AA:Africa, C:Ethiopia, C:Mozambique, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:policy, F:pro-poor, P:services, P:social, P:tourism, R:interview, T:Training, T:trainee, Z:Employment, Z:Foreign direct investment, Z:International hotel industry, Z:Knowledge transfer, Z:Pro-poor tourism, Z:Services, Z:Sustainable development, publicImportV1}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, doi = {10.56059/jl4d.v5i1.264}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Bjoern and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 4804264:XZPBP8GM}, keywords = {Final\_citation, cited, existing}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{carter_sustaining_2020, title = {Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in {Ghana}}, volume = {76}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059319306066}, doi = {10.1016/j.ijedudev.2020.102195}, abstract = {This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Development}, author = {Carter, Emma and Sabates, Ricardo and Rose, Pauline and Akyeampong, Kwame}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2129771:E8FLSTF2}, keywords = {Alternative education, Ghana, Literacy, Mother tongue, Out of school}, pages = {102195}, } @article{namjoshi_sustaining_2021, title = {Sustaining {Work}-based {Learning} {During} {COVID} 19 {Pandemic}:}, volume = {8}, copyright = {Copyright (c) 2021 Revati Namjoshi, Soumya Pani, Ujjwala Despande, Amit Ranade}, issn = {2311-1550}, shorttitle = {Sustaining {Work}-based {Learning} {During} {COVID} 19 {Pandemic}}, url = {https://jl4d.org/index.php/ejl4d/article/view/488}, abstract = {Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Namjoshi, Revati and Pani, Soumya and Despande, Ujjwala and Ranade, Amit}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:QWC8THSL}, keywords = {Digital Freelancing, Livelihoods, Nai Talim, Pedagogy, WBL, Work-based Learning, \_genre:PR-primary\_research, sustainability, ⛔ No DOI found}, pages = {412--430}, } @misc{noauthor_swedish_nodate, title = {Swedish {Edtest} – {Frequently} asked questions}, url = {https://edtest.se/en/frequently-asked-questions}, urldate = {2023-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7JGWIE3R}, } @misc{noauthor_swedish_nodate, title = {Swedish {Edtest} – {Utveckla} digitala lärresurser med {Swedish} {Edtest}}, url = {https://edtest.se/sv}, urldate = {2023-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:58LQBY7W}, } @misc{noauthor_swift-active_nodate, title = {{SWIFT}-{Active} {Screener}}, url = {https://www.sciome.com/swift-activescreener/}, abstract = {SWIFT-Active Screener is a web-based, collaborative systematic review software application. Active Screener was designed to be easy-to-use, incorporating a simple, but powerful, graphical user interface with rich project status updates. What makes Active Screener special, however, is its behind-the-scenes application of state-of-the-art statistical models designed to save screeners time and effort by automatically prioritizing articles […]}, language = {en-US}, urldate = {2024-01-20}, journal = {Sciome}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES792QZ7 2405685:SRZDALS6 2486141:JSNIAJDR}, } @misc{noauthor_swiss_nodate, title = {Swiss {National} {EdTech} {Testbed} {Program} {\textbar} {Gebert} {Rüf} {Stiftung}}, url = {https://www.grstiftung.ch/de/media/portfolio~grs-074-21~.html}, abstract = {The digital transformation in education is a topic of high importance for the Swiss, yet also the global, society. To enhance visibility and support the digital transformation in education, the Swiss EdTech Collider, a hub and centre for EdTech startups and innovations based at EPFL Lausanne, has established so-called «test-bed/test-lab» collaboration framework with a few schools (mostly ...}, language = {de}, urldate = {2023-02-02}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:I6AV5KMC}, keywords = {Final\_citation, cited, existing}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UMJTLGUE}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LSCJ2AJX 2405685:UMJTLGUE DOI:10.5281/zenodo.4486279 2339240:WW642LX9}, keywords = {\_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @book{howard_symbiosis_2020, address = {Melton, Woodbridge}, title = {Symbiosis: {The} {Curriculum} and the {Classroom}}, isbn = {978-1-913622-08-4}, shorttitle = {Symbiosis}, abstract = {When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.}, language = {English}, publisher = {John Catt}, author = {Howard, Kat and Hill, Claire}, month = sep, year = {2020}, } @inproceedings{kautsar_synchronizing_2015, title = {Synchronizing learning material on {Moodle} and lecture based supportive tool: {The} {REST} based approach}, shorttitle = {Synchronizing learning material on {Moodle} and lecture based supportive tool}, doi = {10.1109/icts.2015.7379896}, abstract = {A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.}, booktitle = {2015 {International} {Conference} on {Information} {Communication} {Technology} and {Systems} ({ICTS})}, author = {Kautsar, I. A. and Musashi, Y. and Kubota, S. I. and Sugitani, K.}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/icts.2015.7379896 10/gf62h5 2129771:D7JG3IA4}, keywords = {Decision support systems, Hafnium, Information and communication technology, Moodle, Moodle LMS, Moodle REST Web service, REST, REST-based approach, Supportive Tool, Web Service, Web services, bandwidth gap, e-Learning platform, learning management systems, learning material, remote LMS, synchronisation, synchronization}, pages = {187--192}, } @article{he_synchronous_2021, title = {Synchronous distance education vs traditional education for health science students: {A} systematic review and meta-analysis}, volume = {55}, issn = {1365-2923}, shorttitle = {Synchronous distance education vs traditional education for health science students}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14364}, doi = {10.1111/medu.14364}, abstract = {Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. Results A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95\% CI −0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6\%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction {\textgreater} 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95\% CI −0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95\% CI −0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95\% CI 0.38-0.83; P {\textless} .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD −0.002, 95\% CI −0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9\%). Conclusions Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Medical Education}, author = {He, Liyun and Yang, Na and Xu, Lingling and Ping, Fan and Li, Wei and Sun, Qi and Li, Yuxiu and Zhu, Huijuan and Zhang, Huabing}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14364 KerkoCite.ItemAlsoKnownAs: 10.1111/medu.14364 2129771:9HBD6YC4}, keywords = {\_genre:LR-literature\_review, health science students, meta-analysis, synchronous distance education, the COVID-19 pandemic, traditional education}, pages = {293--308}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, doi = {10.5281/zenodo.1196830}, note = {EdTechHub.Source: 2129771:3HPEHK45 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1196830 1867969:MS4YEFUV 2129771:3HPEHK45 2129771:SMBVLED9 2339240:6UEQFTXM 2405685:A8G2S2ZT 261495:8F4BAW9N}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:b}, } @article{menon_synergizing_2020, title = {Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review}, volume = {21}, issn = {1467-6370}, shorttitle = {Synergizing education, research, campus operations, and community engagements towards sustainability in higher education}, url = {https://doi.org/10.1108/IJSHE-03-2020-0089}, doi = {10.1108/IJSHE-03-2020-0089}, abstract = {Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.}, number = {5}, urldate = {2022-04-05}, journal = {International Journal of Sustainability in Higher Education}, author = {Menon, Shalini and Suresh, M.}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited}, keywords = {Campus operations, Higher education, Outreach programs, Sustainability, Sustainable education and research}, pages = {1015--1051}, } @techreport{hasler_synthesis_2019, address = {Cambridge, UK}, title = {Synthesis of {Reviews} on {Teacher} {Professional} {Development} in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, language = {en-GB}, urldate = {2019-09-09}, institution = {Open Development \& Education}, author = {Haßler, Björn and D’Angelo, Sophia and Walker, Hannah and Marsden, Melissa}, month = oct, year = {2019}, doi = {10.5281/zenodo.3497271}, note = {EdTechHub.Source: 2405685:T7DTBWJB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3497271 1867969:9DJZ34TL 2129771:5928ESGZ 2129771:5ZKPNFCC 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB 2486141:I239KQTI 503888:PI2HHQWG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @article{chiu_systematic_2023, title = {Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education}, volume = {4}, issn = {2666-920X}, url = {https://www.sciencedirect.com/science/article/pii/S2666920X2200073X}, doi = {10.1016/j.caeai.2022.100118}, abstract = {Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd research by identifying 13 roles of AI technologies in the key educational domains, 7 learning outcomes of AIEd, and 10 major challenges. The review also provides suggestions for future directions of AIEd research.}, language = {en}, urldate = {2023-12-06}, journal = {Computers and Education: Artificial Intelligence}, author = {Chiu, Thomas K. F. and Xia, Qi and Zhou, Xinyan and Chai, Ching Sing and Cheng, Miaoting}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100118 4804264:34NRK3GY 4804264:65UVKU5G 4804264:99ZEJ8Z3 4804264:C6AZIUGH}, keywords = {AI, Artificial intelligence, Artificial intelligence in education, Assessment, Final\_citation, Learning, Systematic review, Teaching, anystyle, existing}, pages = {100118}, } @inproceedings{jalali_systematic_2012, address = {Lund, Sweden}, title = {Systematic literature studies: database searches vs. backward snowballing}, doi = {10.1145/2372251.2372257}, language = {en}, booktitle = {Proceedings of the {ACM}-{IEEE} international symposium on empirical software engineering and measurement}, author = {Jalali, S and Wohlin, C}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2129771:78DVLX8P 2129771:BPT9ZXX4 2405685:5MQKS9RN 2486141:FNQHJ85U}, pages = {29--38}, } @article{berrang-ford_systematic_2021, title = {Systematic mapping of global research on climate and health: a machine learning review}, volume = {5}, shorttitle = {Systematic mapping of global research on climate and health}, url = {https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00179-0/fulltext}, doi = {10.1016/S2542-5196(21)00179-0}, number = {8}, urldate = {2024-02-24}, journal = {The Lancet Planetary Health}, author = {Berrang-Ford, Lea and Sietsma, Anne J. and Callaghan, Max and Minx, Jan C. and Scheelbeek, Pauline FD and Haddaway, Neal R. and Haines, Andy and Dangour, Alan D.}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:SXRZDSH6 openalex: W3181294875}, keywords = {openalex:n:1, openalex:yes}, pages = {e514--e525}, } @article{berrang-ford_systematic_2021, title = {Systematic mapping of global research on climate and health: a machine learning review}, volume = {5}, copyright = {CC BY 4.0}, shorttitle = {Systematic mapping of global research on climate and health}, url = {https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00179-0/fulltext}, doi = {10.1016/S2542-5196(21)00179-0}, abstract = {\textbf{Background} The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. {\textless}br{\textgreater}\textbf{Methods} We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health.{\textless}br{\textgreater}\textbf{Funding}Foreign, Commonwealth \& Development Office.}, number = {8}, urldate = {2024-02-24}, journal = {The Lancet Planetary Health}, author = {Berrang-Ford, Lea and Sietsma, Anne J. and Callaghan, Max and Minx, Jan C. and Scheelbeek, Pauline FD and Haddaway, Neal R. and Haines, Andy and Dangour, Alan D.}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:QUG9TZFB 2129771:SXRZDSH6 2486141:TY6XRCLY 5072953:3WUMLRID 5072953:T5HTLW4W}, keywords = {selected\_for:effects of climate ch...on learning...LMICs 2024}, pages = {e514--e525}, } @article{berrang-ford_systematic_2015, title = {Systematic review approaches for climate change adaptation research}, volume = {15}, issn = {1436-3798, 1436-378X}, url = {http://link.springer.com/10.1007/s10113-014-0708-7}, doi = {10.1007/s10113-014-0708-7}, abstract = {Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.}, language = {en}, number = {5}, urldate = {2024-03-06}, journal = {Regional Environmental Change}, author = {Berrang-Ford, Lea and Pearce, Tristan and Ford, James D.}, month = jun, year = {2015}, note = {openalex: W1999471080 mag: 1999471080 KerkoCite.ItemAlsoKnownAs: 10.1007/s10113-014-0708-7 2129771:Z2CBCEVJ 2486141:SZEVXNPN 5072953:4F7CCJFL 5072953:J7E3766Z 5440726:INAPMW93}, keywords = {openalex:cites, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {755--769}, } @article{tsafnat_systematic_2014, title = {Systematic review automation technologies}, volume = {3}, issn = {2046-4053}, url = {https://doi.org/10.1186/2046-4053-3-74}, doi = {10.1186/2046-4053-3-74}, abstract = {Systematic reviews, a cornerstone of evidence-based medicine, are not produced quickly enough to support clinical practice. The cost of production, availability of the requisite expertise and timeliness are often quoted as major contributors for the delay. This detailed survey of the state of the art of information systems designed to support or automate individual tasks in the systematic review, and in particular systematic reviews of randomized controlled clinical trials, reveals trends that see the convergence of several parallel research projects.}, number = {1}, urldate = {2018-07-29}, journal = {Systematic Reviews}, author = {Tsafnat, Guy and Glasziou, Paul and Choong, Miew Keen and Dunn, Adam and Galgani, Filippo and Coiera, Enrico}, month = jul, year = {2014}, pmid = {25005128}, pmcid = {PMC4100748}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2129771:E3T24EEP 2129771:HEE5BKVS 2129771:JITRRUI8 2405685:A55PHVHK 2486141:NEQZBEG2 503888:4RAR86XC}, keywords = {\_Added-ailr-2024}, pages = {74}, } @article{pieper_systematic_2014, title = {Systematic review finds overlapping reviews were not mentioned in every other overview}, volume = {67}, issn = {0895-4356}, url = {https://www.sciencedirect.com/science/article/pii/S0895435613004812}, doi = {10.1016/j.jclinepi.2013.11.007}, abstract = {Objectives The objective of this study was to determine if the authors mention overlapping reviews in overviews (reviews of reviews). In addition, we aimed to calculate the actual overlap in published overviews using newly introduced, validated measures. Study Design and Settings We systematically searched for overviews from 2009 to 2011. Reviews included in the overviews were obtained. Tables (review×primary publication) were generated for each overview. The first occurrence of a primary publication is defined as the index publication. We calculated the “corrected covered area” (CCA) as a measure of overlap by dividing the frequency of repeated occurrences of the index publication in other reviews by the product of index publications and reviews, reduced by the number of index publications. Subgroup analyses were performed to investigate further differences in the overviews. Results Only 32 of 60 overviews mentioned overlaps. The median CCA was 4.0. Validation of the CCA and other overlap measures was in accordance with our predefined hypotheses. The degree of overlap tended to be higher in health technology assessment reports than in journal publications and was higher with increasing numbers of publications. Conclusions Overlaps must be reported in well-conducted overviews, and this can comprehensively be accomplished using the CCA method.}, language = {en}, number = {4}, urldate = {2021-04-17}, journal = {Journal of Clinical Epidemiology}, author = {Pieper, Dawid and Antoine, Sunya-Lee and Mathes, Tim and Neugebauer, Edmund A. M. and Eikermann, Michaela}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2013.11.007 2129771:8QYIYMD9 2129771:QK843MLL}, keywords = {Evidence-based medicine, Information science, Meta-analysis, Methods, Research design, Systematic review}, pages = {368--375}, } @article{phalkey_systematic_2015, title = {Systematic review of current efforts to quantify the impacts of climate change on undernutrition}, volume = {112}, issn = {0027-8424}, url = {https://doi.org/10.1073/pnas.1409769112}, doi = {10.1073/pnas.1409769112}, abstract = {Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80\%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.}, number = {33}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, author = {Phalkey, Revati and Aranda-Jan, Clara B. and Marx, Sabrina and Höfle, Bernhard and Sauerborn, Rainer}, month = jul, year = {2015}, note = {openalex: W1750617262 mag: 1750617262 KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1409769112 2129771:VHBWY88T 5072953:GGQ7ZJSG}, keywords = {openalex:cites, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {--}, } @article{cachon-zagalaz_systematic_2020, title = {Systematic {Review} of the {Literature} {About} the {Effects} of the {COVID}-19 {Pandemic} on the {Lives} of {School} {Children}}, volume = {11}, issn = {1664-1078}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2020.569348/full}, doi = {10.3389/fpsyg.2020.569348}, abstract = {Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.}, language = {English}, urldate = {2021-04-26}, journal = {Frontiers in Psychology}, author = {Cachón-Zagalaz, Javier and Sánchez-Zafra, María and Sanabrias-Moreno, Déborah and González-Valero, Gabriel and Lara-Sánchez, Amador J. and Zagalaz-Sánchez, María Luisa}, year = {2020}, note = {Publisher: Frontiers}, keywords = {COVID-19, Children, Coronavirus, Psychology, physical activity}, } @article{greyson_systematic_2019, title = {Systematic review searches must be systematic, comprehensive, and transparent: a critique of {Perman} et al}, volume = {19}, issn = {1471-2458}, shorttitle = {Systematic review searches must be systematic, comprehensive, and transparent}, url = {https://doi.org/10.1186/s12889-018-6275-y}, doi = {10.1186/s12889-018-6275-y}, abstract = {A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review.}, number = {1}, urldate = {2021-04-17}, journal = {BMC Public Health}, author = {Greyson, Devon and Rafferty, Ellen and Slater, Linda and MacDonald, Noni and Bettinger, Julie A. and Dubé, Ève and MacDonald, Shannon E.}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12889-018-6275-y 2129771:MSW2UFXK}, keywords = {Immunization, Narrative review, Scholarly communication, School, Search methodology, Systematic review, Vaccination}, pages = {153}, } @article{manyuchi_systematic_nodate, title = {Systematic review to quantify the impacts of heat on health, and to assess the effectiveness of interventions to reduce these impacts}, author = {Manyuchi, Albert and Dhana, Ashar and Areal, Ashtyn and Erasmus, Barend and Wright, Caradee and Wang, Chongying and Peter, Devind and Rees, Helen and Harden, Lois and Chersich, Matthew F.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LPHRBETV 4682641:6L22SA9E 4682641:FQIR3I42}, keywords = {BE:RELEVANT, ⛔ No DOI found}, } @article{saeidmehr_systematic_2024, title = {Systematic review using a spiral approach with machine learning}, volume = {13}, issn = {2046-4053}, url = {https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-023-02421-z}, doi = {10.1186/s13643-023-02421-z}, abstract = {Abstract With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90\% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.}, language = {en}, number = {1}, urldate = {2024-03-12}, journal = {Systematic Reviews}, author = {Saeidmehr, Amirhossein and Steel, Piers David Gareth and Samavati, Faramarz F.}, month = jan, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-023-02421-z 5440726:7V4PYGH5}, pages = {32}, } @article{saeidmehr_systematic_2023, title = {Systematic {Review} using a {Spiral} approach with {Machine} {Learning}}, url = {https://www.researchsquare.com/article/rs-2497596/latest}, doi = {10.21203/rs.3.rs-2497596/v1}, abstract = {With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90\% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.}, urldate = {2023-11-28}, author = {Saeidmehr, Amirhossein and Steel, Piers and Samavati, Faramarz}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2129771:3TJ8PRTF 2405685:RINZQERU 2486141:SJ799IB8}, keywords = {\_Added-ailr-2024}, } @book{zawacki-richter_systematic_2020, address = {Wiesbaden}, title = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application} [{Book}]}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27601-0 978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {http://link.springer.com/10.1007/978-3-658-27602-7}, language = {en}, urldate = {2020-11-26}, publisher = {Springer Fachmedien Wiesbaden}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7 2129771:4A6ZX2I6}, } @incollection{newman_systematic_2020, address = {Wiesbaden}, title = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application} [{Chapter}]}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {https://doi.org/10.1007/978-3-658-27602-7_1}, abstract = {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.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Newman, Mark and Gough, David}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_1 2129771:Z8JQALXV}, pages = {3--22}, } @incollection{lo_systematic_2020, address = {Wiesbaden}, title = {Systematic {Reviews} on {Flipped} {Learning} in {Various} {Education} {Contexts}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {https://doi.org/10.1007/978-3-658-27602-7_8}, abstract = {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.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Lo, Chung Kwan}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_8}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_8 2129771:BZZ9R2S2}, pages = {129--143}, } @article{adams_systematic_2013, title = {Systematic reviews: {Work} that needs to be done and not to be done}, volume = {6}, copyright = {© 2013 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd}, issn = {1756-5391}, shorttitle = {Systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072}, doi = {10.1111/jebm.12072}, abstract = {Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {Journal of Evidence-Based Medicine}, author = {Adams, Clive E and Polzmacher, Stefanie and Wolff, Annabelle}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2129771:JY9LXI66 2129771:S846ZSML 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7}, keywords = {\_Added-ailr-2024, medical Informatics, systematic reviews, unified medical language system}, pages = {232--235}, } @misc{noauthor_systemic_nodate, title = {Systemic {Design} {Framework} - {Design} {Council}}, url = {https://www.designcouncil.org.uk/our-resources/systemic-design-framework/}, urldate = {2023-08-24}, } @misc{noauthor_systemic_nodate, title = {Systemic {Design} {Report}}, url = {https://www.designcouncil.org.uk/fileadmin/uploads/dc/Documents/Systemic%2520Design%2520Report.pdf}, urldate = {2023-08-24}, } @techreport{hasler_systemic_2019, address = {London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for {EdTech} research along the {IDIA} scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RUSE8WYV}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Hennessy, Sara and Hollow, David and Simpson, Lea and Carter, Alice and {Kalifa Damani} and {Gill Francis} and {Katy Jordan} and {Nora McIntyre} and {Joel Mitchell}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3377828}, note = {EdTechHub.Source: 2405685:6YT2AIMC EdTechHub.Source: 2405685:RUSE8WYV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:RUSE8WYV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:f}, } @techreport{hasler_systemic_2021, type = {Working {Paper}}, title = {Syṡtemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, number = {9}, institution = {EdTech Hub}, author = {Haßler, Björn and El-Serafy, Yomna and Khalayleh, Abdullah and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.53832/edtechhub.0001}, note = {OldDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 2129771:HT9D5C8E 2129771:TP8VC7RE 2339240:S3YSSL2W 2405685:TD2ASC4G 4804264:ZLHCZ3CW}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{mayaka_systems_2007, title = {Systems approach to tourism training and education: {The} {Kenyan} case study}, url = {https://www.sciencedirect.com/science/article/pii/S0261517706000288}, doi = {10.1016/j.tourman.2005.12.023}, abstract = {Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon.}, language = {en}, journal = {Tourism Management}, author = {Mayaka, Melphon and Akama, John S.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tourman.2005.12.023 10/dq2df7 2129771:UPVEVBA3 2317526:5W9V5DR3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CCZ:Kenya, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:R, CT:T, D:developing country, P:economy, P:measurement, P:tourism, R:case study, T:Training, Z:Developing countries, Z:Staff training, Z:Tourism education, publicImportV1}, } @techreport{crouch_systems_2020, title = {Systems {Implications} for {Core} {Instructional} {Support} {Lessons} from {Sobral} ({Brazil}), {Puebla} ({Mexico}), and {Kenya}}, url = {https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Crouch, Luis}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/020}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/020 2129771:VFQQBEFI}, } @techreport{hasler_systems_2019, address = {Cambridge, UK}, title = {Systems {Leadership} for {Learning}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, institution = {Open Development \& Education}, author = {Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.2626705}, note = {EdTechHub.Source: 2405685:F7MH9IWP KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626705 2129771:H3CR3Q8S 2339240:EXPQPHYQ 2405685:F7MH9IWP}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a}, } @misc{noauthor_systems_nodate, title = {Systems {Leadership} {Unit} 2 {PPT} - {Resources} for {College} {Leadership}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QRV9XRPQ 2129771:WPXH789P}, } @misc{noauthor_t-tel_nodate, title = {T-{TEL}}, url = {https://www.t-tel.org/home}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FBVAQWN}, } @techreport{hasler_t-tel_nodate, title = {T-{TEL} {Ghana} - resource overview}, author = {Haßler, Björn}, doi = {10.53832/opendeved.0271}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0271 2129771:64ANH6WZ}, keywords = {Author:OpenDevEd}, } @misc{noauthor_t-tel_2016, title = {T-{TEL} school partnership innovation}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VJGYHLPG}, } @article{volk_tablet-based_2017, title = {Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes}, volume = {114}, doi = {10.1016/j.compedu.2017.06.004}, journal = {Computers \& Education}, author = {Volk, Marina and Cotič, Mara and Zajc, Matej and Starcic, Andreja Istenic}, year = {2017}, note = {00006 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.06.004 10/gbxdct 2129771:57LJISEK 2129771:YS7T74E8}, keywords = {\_\_C:filed:1}, pages = {1--23}, } @article{lumagbas_tablet_2019, title = {Tablet computers in {Philippine} public schools: school-level factors that influence technology management and use}, volume = {28}, shorttitle = {Tablet computers in {Philippine} public schools}, doi = {10.1080/1475939X.2019.1572535}, number = {1}, journal = {Technology, Pedagogy and Education}, author = {Lumagbas, Jedaiah Joel and Smith, Wally and Care, Esther and Scoular, Claire}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1572535 10/gf62gv 2129771:5QKJKZGD 2129771:HJ8GJPQA}, keywords = {\_\_C:filed:1}, pages = {73--89}, } @article{turvey_tablet_2018, title = {Tablet devices in education-beyond face value}, author = {Turvey, Keith and Pachler, Norbert}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:96X9P5JR 2129771:DXSHKGTY}, keywords = {\_C:Germany DEU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{ferrer_tablet_2011, title = {Tablet {PCs}, academic results and educational inequalities}, volume = {56}, doi = {10.1016/j.compedu.2010.07.018}, number = {1}, journal = {Computers \& Education}, author = {Ferrer, Ferran and Belvís, Esther and Pàmies, Jordi}, year = {2011}, note = {00017 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.07.018 10/dqjvx4 2129771:DQ7A6M8G 257089:IF4R7BGH}, pages = {280--288}, } @inproceedings{gasparini_tablet_2012, title = {Tablet {PCs}–{An} {Assistive} {Technology} for {Students} with {Reading} {Difficulties}?}, booktitle = {{ACHI} 2012, {The} {Fifth} {International} {Conference} on {Advances} in {Computer}-{Human} {Interactions}}, author = {Gasparini, Andrea A and Culén, Alma Leora}, year = {2012}, note = {00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 257089:PW65C5WQ}, keywords = {⛔ No DOI found}, pages = {28--34}, } @article{ricoy_tablet_2018, title = {Tablet u školskom i obiteljskom okruženju}, volume = {20}, number = {4}, journal = {Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje}, author = {Ricoy, María-Carmen and Sánchez-Martínez, Cristina and Feliz-Murias, Tiberio}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WHIKV6J 2129771:GWLY9U7L 2129771:WSAC8Z76}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {1353--1379}, } @article{ricoy_tablet_2019, title = {Tablet use in primary education}, volume = {28}, doi = {10.1080/1475939X.2019.1608291}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Ricoy, María-Carmen and Sánchez-Martínez, Cristina}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1608291 10/gf62gq 2129771:SPYQV8GT 2129771:T9F8RGI6}, keywords = {\_\_C:filed:1}, pages = {301--316}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, copyright = {© 2015 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Tablet use in schools}, url = {https://docs.opendeved.net/lib/9IYKEUKJ}, doi = {10.1111/jcal.12123}, abstract = {The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.}, language = {en}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, Android, Australia AUS, Author:Haßler, Author:OpenDevEd, Belgium BEL, Björn-CV-OECS, Canada CAN, Chile CHL, DL4D cited, Malawi MWI, Monday, New Zealand NZL, Spain ESP, TL:Arabic, TL:English, TL:Translated, Thailand THA, TranslationGoingAhead, Turkey TUR, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Kenya KEN, \_C:Norway NOR, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, iPad, learning outcomes, publicImportV1, school, systematic reviews, tablets}, pages = {139--156}, } @incollection{major_tablet_2017, title = {Tablet use in schools: impact, affordances and considerations}, shorttitle = {Tablet use in schools}, booktitle = {Handbook on {Digital} {Learning} for {K}-12 {Schools}}, publisher = {Springer}, author = {Major, Louis and Haßler, Björn and Hennessy, Sara}, year = {2017}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:New Zealand NZL, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, pages = {115--128}, } @article{kayapinar_tablet_2018, title = {Tablet {Use} in {Teaching}: {A} {Study} on {Developing} an {Attitude} {Scale} for {Academics}.}, volume = {78}, shorttitle = {Tablet {Use} in {Teaching}}, journal = {Eurasian Journal of Educational Research}, author = {Kayapinar, Ulas and Spathopoulou, Filomachi and Safieddine, Fadi and Nakhoul, Imad and Kadry, Seifedine}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V}, keywords = {\_C:Belgium BEL, \_C:Brazil BRA, \_C:Canada CAN, \_C:Denmark DNK, \_C:France FRA, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Nigeria NGA, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {219--234}, } @article{dundar_tablet_2012, title = {Tablet vs. {Paper}: {The} {Effect} on {Learners}' {Reading} {Performance}.}, volume = {4}, number = {3}, journal = {International Electronic Journal of Elementary Education}, author = {Dundar, Hakan and Akcayir, Murat}, year = {2012}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 257089:S7P2MHB8}, keywords = {⛔ No DOI found}, pages = {441--450}, } @incollection{jahnke_tablets_2017, title = {Tablets im {Schulunterricht} in {Skandinavien}}, booktitle = {Tablets in {Schule} und {Unterricht}}, publisher = {Springer}, author = {Jahnke, Isa}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:22G7SWYT 2129771:C5D956HD 2129771:D7NEIFME 2129771:HLF6UVI5}, keywords = {\_\_C:filed:1}, pages = {37--61}, } @article{bastian_tablets_2017, title = {Tablets in {Schule} und {Unterricht}}, journal = {Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden}, author = {Bastian, Jasmin and Aufenanger, Stefan}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:UI7QJ9AT}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @book{bastian_tablets_2016, title = {Tablets in {Schule} und {Unterricht}: {Forschungsmethoden} und-perspektiven zum {Einsatz} digitaler {Medien}}, shorttitle = {Tablets in {Schule} und {Unterricht}}, publisher = {Springer-Verlag}, author = {Bastian, Jasmin and Aufenanger, Stefan}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:9JWFAEFG}, keywords = {\_\_C:filed:1}, } @incollection{bastian_tablets_2017, title = {Tablets zur {Neubestimmung} des {Lernens}?}, booktitle = {Tablets in {Schule} und {Unterricht}}, publisher = {Springer}, author = {Bastian, Jasmin}, year = {2017}, note = {00002 KerkoCite.ItemAlsoKnownAs: 2129771:DIGSAN47 2129771:ZEQKUCM3}, keywords = {\_\_C:filed:1}, pages = {139--173}, } @article{rolnick_tackling_2023, title = {Tackling {Climate} {Change} with {Machine} {Learning}}, volume = {55}, issn = {0360-0300, 1557-7341}, url = {https://dl.acm.org/doi/10.1145/3485128}, doi = {10.1145/3485128}, abstract = {Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change.}, language = {en}, number = {2}, urldate = {2024-02-24}, journal = {ACM Computing Surveys}, author = {Rolnick, David and Donti, Priya L. and Kaack, Lynn H. and Kochanski, Kelly and Lacoste, Alexandre and Sankaran, Kris and Ross, Andrew Slavin and Milojevic-Dupont, Nikola and Jaques, Natasha and Waldman-Brown, Anna and Luccioni, Alexandra Sasha and Maharaj, Tegan and Sherwin, Evan D. and Mukkavilli, S. Karthik and Kording, Konrad P. and Gomes, Carla P. and Ng, Andrew Y. and Hassabis, Demis and Platt, John C. and Creutzig, Felix and Chayes, Jennifer and Bengio, Yoshua}, month = feb, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SM92Q9NL 2129771:SU4ITE8G}, pages = {1--96}, } @techreport{moustafa_tackling_2023, title = {Tackling coloniality and re-storying {EdTech} - {Making} your offering inclusive and socially just}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/RU3MKF7X}, language = {en}, institution = {OpenDevEd}, author = {Moustafa, Nariman and Adam, Taskeen}, month = apr, year = {2023}, doi = {10.53832/opendeved.0291}, note = {ZenodoArchiveID: 7946855 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0291 ZenodoArchiveConcept: 7946854}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @article{ye_tackling_2020, title = {Tackling environmental challenges in pollution controls using artificial intelligence: {A} review}, volume = {699}, shorttitle = {Tackling environmental challenges in pollution controls using artificial intelligence}, url = {https://www.sciencedirect.com/science/article/pii/S0048969719342627}, doi = {10.1016/j.scitotenv.2019.134279}, urldate = {2024-02-24}, journal = {Science of the Total Environment}, author = {Ye, Zhiping and Yang, Jiaqian and Zhong, Na and Tu, Xin and Jia, Jining and Wang, Jiade}, year = {2020}, note = {Publisher: Elsevier}, pages = {134279}, } @article{chikhungu_tackling_2020, title = {Tackling girls dropping out of school in {Malawi}: {Is} improving household socio-economic status the solution?}, volume = {103}, issn = {08830355}, shorttitle = {Tackling girls dropping out of school in {Malawi}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0883035519325728}, doi = {10.1016/j.ijer.2020.101578}, language = {en}, urldate = {2022-08-17}, journal = {International Journal of Educational Research}, author = {Chikhungu, Lana and Kadzamira, Esme and Chiwaula, Lizzie and Meke, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101578 2129771:8YDAUNAL 4752638:2MZN7U8B 4752638:4BFBMHP4 4752638:F5PC52HW 4752638:JBVVP5S8 4752638:YYDLPADC}, keywords = {\_C:Malawi MWI}, pages = {101578}, } @article{sabates-wheeler_tackling_2008, title = {Tackling {Poverty}-migration {Linkages}: {Evidence} from {Ghana} and {Egypt}}, volume = {87}, issn = {1573-0921}, shorttitle = {Tackling {Poverty}-migration {Linkages}}, url = {https://doi.org/10.1007/s11205-007-9154-y}, doi = {10.1007/s11205-007-9154-y}, abstract = {Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.}, language = {en}, number = {2}, urldate = {2023-01-07}, journal = {Social Indicators Research}, author = {Sabates-Wheeler, Rachel and Sabates, Ricardo and Castaldo, Adriana}, month = jun, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-007-9154-y 2129771:JNUBQHQX}, keywords = {Migration, Poverty, Subjective poverty}, pages = {307--328}, } @article{wargocki_tail_2021, title = {{TAIL}, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation ({EU} {ALDREN} project)}, volume = {244}, doi = {10.1016/j.enbuild.2021.111029}, journal = {Energy and Buildings}, author = {Wargocki, Pawel and Wei, Wenjuan and Bendžalová, Jana and Espigares-Correa, Carlos and Gerard, Christophe and Greslou, Olivier and Rivallain, Mathieu and Sesana, Marta Maria and Olesen, Bjarne W. and Zirngibl, Johann}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111029 2129771:RVZSGIX6 4682641:38G9B7P7 4682641:BQSLQ2B9}, keywords = {BE:RELEVANT}, pages = {111029}, } @article{alonso-martinez_taking_2019, title = {Taking {Advantage} of {Students}’ {Passion} for {Apps} in {Sustainability} and {CSR} {Teaching}}, volume = {11}, doi = {10.3390/su11030779}, number = {3}, journal = {Sustainability}, author = {Alonso-Martínez, Daniel and Jiménez-Parra, Beatriz and González-Álvarez, Nuria and Godos-Díez, José-Luis and Cabeza-García, Laura}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su11030779 10/gf62gp 2129771:I22RXHJK 2129771:SIRIY4P4}, keywords = {\_C:Brazil BRA, \_C:Israel ISR, \_C:Japan JPN, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Switzerland CHE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {779}, } @inproceedings{xu_talent_2019, title = {Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development}, volume = {373}, doi = {10.1088/1755-1315/373/1/012003}, booktitle = {{IOP} {Conference} {Series}: {Earth} and {Environmental} {Science}}, publisher = {IOP Publishing}, author = {Xu, Ping and Yue, Xiaoyao}, year = {2019}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8}, keywords = {\_C:Canada CAN, \_C:Norway NOR, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {012003}, } @book{hillman_taming_nodate, address = {London}, title = {Taming (ed){Tech}: {Why} {Children} {Stand} to {Lose} in an {Unregulated} {Digital} {Education}}, language = {en}, publisher = {Bloomsbury Academic}, author = {Hillman, V.}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GMP7AX3F}, keywords = {Final\_citation}, } @article{evoh_taming_2012, title = {Taming the youth bulge in africa: {Rethinking} the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy}, doi = {10.1108/s1479-3679(2012)0000016019}, abstract = {This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.}, language = {en}, journal = {International Perspectives on Education and Society}, author = {Evoh, Chijioke J.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:policy, P:economy, P:social, Q:ICT, Q:secondary education, T:TVET, T:Training, publicImportV1}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {CRT} {Non}-technical {Overview}.pdf}, url = {https://riseprogramme.org/sites/default/files/publications/Tanzania%20CRT%20Non-technical%20Overview.pdf}, urldate = {2020-09-06}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {CRT} {Technical} {Overview}.pdf}, url = {https://riseprogramme.org/sites/default/files/publications/Tanzania%20CRT%20Technical%20Overview.pdf}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MHQJIUIK 2129771:XD8NALTX}, keywords = {auto\_merged}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/countries/tanzania}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8QB3S9GZ}, } @misc{natural_habitat_adventures_tanzania_2022, title = {Tanzania {Weather} \& {Climate}}, url = {https://www.nathab.com/know-before-you-go/african-safaris/east-africa/weather-climate/tanzania/}, abstract = {Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.}, language = {en}, urldate = {2022-06-02}, author = {{Natural habitat adventures}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6NSGMVM4 4682641:SN6WXZXP}, } @article{rose_targeted_2022, title = {Targeted and {Multidimensional} {Approaches} to {Overcome} {Inequalities} in {Secondary} {Education} for {Adolescent} {Girls}: {The} {Impact} of the {Campaign} for {Female} {Education} ({CAMFED}) {Program} in {Tanzania} and {Zimbabwe}}, issn = {0010-4086}, shorttitle = {Targeted and {Multidimensional} {Approaches} to {Overcome} {Inequalities} in {Secondary} {Education} for {Adolescent} {Girls}}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/721849}, doi = {10.1086/721849}, abstract = {In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.}, urldate = {2023-01-07}, journal = {Comparative Education Review}, author = {Rose, Pauline and Sabates, Ricardo and Delprato, Marcos and Alcott, Ben}, month = nov, year = {2022}, note = {Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/721849 2129771:WJ5MNQCB}, pages = {000--000}, } @book{bloom_taxonomy_1956, title = {Taxonomy of {Educational} {Objectives}, {Handbook} 1: {Cognitive} {Domain}}, shorttitle = {Taxonomy of {Educational} {Objectives}, {Handbook} 1}, abstract = {Using scientific standards of organization and analysis, the various aims and techniques of education are examined with the use of sample exercises and exams}, language = {English}, author = {Bloom, B and Engelhart, M.D and Furst, E.J and Hill, W.H and Krathwohl, D.R}, month = jun, year = {1956}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JQD8WS4P}, } @book{krathwohl_taxonomy_1956, title = {Taxonomy of educational objectives: the classification of educational goals}, shorttitle = {Taxonomy of educational objectives}, language = {en}, publisher = {Longmans, Green}, author = {Krathwohl, David R.}, year = {1956}, note = {Google-Books-ID: rJNqAAAAMAAJ KerkoCite.ItemAlsoKnownAs: 2129771:RDB3VXT6}, keywords = {Education, Education / Aims \& Objectives, Education / Philosophy \& Social Aspects}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2405685:FICAJDR3 2405685:HUR5C9QN}, keywords = {\_r:AddedByZotZen}, } @techreport{molina_teach_2019, title = {Teach : {Observer} {Manual}}, shorttitle = {Teach}, url = {http://documents.worldbank.org/curated/en/949541542659103528/Teach-Observer-Manual}, abstract = {Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations.}, language = {en}, number = {132204}, urldate = {2020-03-02}, institution = {The World Bank}, author = {Molina, Ezequiel and Melo Hurtado, Carolina Eugenia and Pushparatnam, Adelle and Wilichowski, Tracy Marie}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BVBR5FBV 503888:QU6UY5ZU}, pages = {1--48}, } @misc{world_bank_teach_2019, type = {Text/{HTML}}, title = {Teach - {World} {Bank}'s {Classroom} {Observation} {Tool}}, url = {https://www.worldbank.org/en/topic/education/brief/teach-related-blogs}, abstract = {Teach-Related Blogs}, language = {en}, urldate = {2020-09-17}, journal = {World Bank}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M9DG9PS9}, } @misc{noauthor_teacher_2019, title = {Teacher absenteeism {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-absenteeism/}, abstract = {The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.}, language = {en-GB}, urldate = {2022-01-11}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YGAQ9GK9 4556019:VS8KU4I7}, } @article{brodie_teacher_2019, title = {Teacher agency in professional learning communities}, doi = {10.1080/19415257.2019.1689523}, journal = {Professional development in education}, author = {Brodie, Karin}, year = {2019}, note = {ISBN: 1941-5257 Publisher: Taylor \& Francis}, pages = {1--14}, } @techreport{mbiti_teacher_2020, title = {Teacher and {Parental} {Perceptions} of {Performance} {Pay} in {Education}: {Evidence} from {Tanzania}}, shorttitle = {Teacher and {Parental} {Perceptions} of {Performance} {Pay} in {Education}}, url = {https://www.riseprogramme.org/publications/working-paper-20037-teacher-and-parental-perceptions-performance-pay-education}, abstract = {This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference.}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Mbiti, Isaac and Schipper, Youdi}, month = apr, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/037}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/037 2129771:JDTT2BKK}, } @article{gerber_teacher_2009, title = {Teacher as imperfect test: {Reconceptualizing} the referral process}, copyright = {Copyright Taylor and Francis Group, LLC}, shorttitle = {Teacher as imperfect test}, url = {https://www.tandfonline.com/doi/abs/10.1080/00461528409529290}, doi = {10.1080/00461528409529290}, abstract = {A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ...}, language = {en}, urldate = {2021-03-26}, journal = {Educational Psychologist}, author = {Gerber, Michael M. and Semmel, Melvyn I.}, month = oct, year = {2009}, note = {Publisher: Taylor \& Francis Group KerkoCite.ItemAlsoKnownAs: 10.1080/00461528409529290 2129771:SUHUFZ46 2486141:LKWR3ZNK}, } @article{butt_teacher_2016, title = {Teacher assistant support and deployment in mainstream schools}, volume = {20}, issn = {1360-3116}, url = {https://doi.org/10.1080/13603116.2016.1145260}, doi = {10.1080/13603116.2016.1145260}, abstract = {Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.}, number = {9}, urldate = {2021-03-07}, journal = {International Journal of Inclusive Education}, author = {Butt, Rosemary}, month = sep, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2016.1145260}, keywords = {Teacher assistant, deployment, inclusive education, mainstream, support}, pages = {995--1007}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2129771:NYI8CY62 2129771:PI8G7IIF 2129771:ZVRS99BQ 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, professional development}, pages = {173--183}, } @article{vangrieken_teacher_2015, title = {Teacher collaboration: {A} systematic review}, volume = {15}, issn = {1747-938X}, shorttitle = {Teacher collaboration}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X1500024X}, doi = {10.1016/j.edurev.2015.04.002}, abstract = {This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.}, language = {en}, urldate = {2021-03-07}, journal = {Educational Research Review}, author = {Vangrieken, Katrien and Dochy, Filip and Raes, Elisabeth and Kyndt, Eva}, month = jun, year = {2015}, keywords = {Teacher collaboration, Teacher teams, Team entitativity}, pages = {17--40}, } @article{mwanza_teacher_2020, title = {Teacher collaboration in curriculum design teams: prospects and challenges in the {Zambian} education system}, volume = {3}, shorttitle = {Teacher collaboration in curriculum design teams}, url = {https://journals.unza.zm/index.php/mjlsse/article/view/182}, number = {1}, urldate = {2023-11-28}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mwanza, Christine and Changwe, Robert}, year = {2020}, keywords = {⛔ No DOI found}, pages = {181--204}, } @article{duflo_teacher_2012, title = {Teacher community assistant initiative ({TCAI}). {Policy} brief 4004}, url = {http://www.theigc.org/wp-content/uploads/2015/07/Duflo-Kiessel-2012-Policy-Brief.pdf.}, journal = {Economic and Political Science}, author = {Duflo, A. and Kiessel, J.}, year = {2012}, note = {Place: London Publisher: International Growth Centre, London School of}, keywords = {⛔ No DOI found}, } @techreport{scutt_teacher_2019, title = {Teacher {CPD}: {International} trends, opportunities and challenges}, url = {http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60}, urldate = {2020-08-19}, institution = {Chartered College of Teaching}, author = {Scutt, Cat and Baeyer, Sarah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KMFUHVJ8 2405685:36UKQ92L}, keywords = {C:International}, } @techreport{inc_teacher_2023, title = {Teacher {Deployment} {Algorithm}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/XHFWPRC2}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Inc, Fab and Hub, EdTech}, month = mar, year = {2023}, doi = {10.53832/opendeved.1066}, note = {ZenodoArchiveID: 10458692 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1066 ZenodoArchiveConcept: 10458691}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{inc_teacher_2023, title = {Teacher {Deployment} {Algorithm} {Training} {Presentation}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/BXUAQ8UR}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Inc, Fab and Hub, EdTech}, month = mar, year = {2023}, doi = {10.53832/opendeved.1065}, note = {ZenodoArchiveID: 10458679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1065 ZenodoArchiveConcept: 10458678}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{beoku-betts_teacher_2023, type = {Policy briefing}, title = {Teacher {Deployment} in {Sierra} {Leone}: {Lessons} learnt and moving forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/M3D6NGR4}, abstract = {This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0145}, note = {ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061}, } @book{moon_teacher_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, isbn = {978-0-415-60071-2}, shorttitle = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, publisher = {Routledge}, author = {Moon, B. and Dladla, N and Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey and Kirk, J. and Azlam, M. and Kingdon, G. and Dembele, M. and Miaro-II, J. Power, T., B. Anamuah-Mensah and Umar, A.}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{binns_teacher_2006, title = {Teacher {Education} at a {Distance}: {Impact} on {Development} in the {Community}}, language = {en}, institution = {DFID}, author = {Binns, Felicity and Wrightson, Tony}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y}, keywords = {C:Low- and middle-income countries, \_C:Canada CAN, \_C:Egypt EGY, \_C:Ghana GHA, \_C:Guyana GUY, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {74}, } @article{banja_teacher_2019, title = {Teacher {Education} at the {University} of {Zambia} and {Teacher} {Quality} with {Specific} {Reference} to {English} {Language}}, volume = {10}, url = {https://www.ajol.info/index.php/majohe/article/view/188674}, doi = {10.4314/majohe.v10i2.13}, number = {2}, urldate = {2023-12-06}, journal = {Makerere Journal of Higher Education}, author = {Banja, Madalitso K. and Mulenga, Innocent Mutale}, year = {2019}, pages = {171--190}, } @article{mulenga_teacher_2019, title = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}: {THE} {IMPORTANCE} {OF} {CONNECTING} {UNIVERSITY} {CURRICULA} {TO} {SECONDARY} {SCHOOL} {KNOWLEDGE} {AND} {SKILLS} {CONTEXTS}}, volume = {33}, shorttitle = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/355095853_TEACHER_EDUCATION_CURRICULUM_DESIGNING_THE_IMPORTANCE_OF_CONNECTING_UNIVERSITY_CURRICULA_TO_SECONDARY_SCHOOL_KNOWLEDGE_AND_SKILLS_CONTEXTS/links/615d5d7e50be55072888bb7d/TEACHER-EDUCATION-CURRICULUM-DESIGNING-THE-IMPORTANCE-OF-CONNECTING-UNIVERSITY-CURRICULA-TO-SECONDARY-SCHOOL-KNOWLEDGE-AND-SKILLS-CONTEXTS.pdf}, urldate = {2023-12-06}, journal = {ZANGO: Zambian Journal of Contemporary Issues}, author = {Mulenga, Innocent Mutale}, year = {2019}, keywords = {⛔ No DOI found}, pages = {14--28}, } @article{colley_teacher_2014, title = {Teacher education in anglophone west {Africa}: {Does} policy match practice?}, doi = {10.1108/s1479-367920140000025015}, abstract = {© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2\% were on Gambia, 27.3\% were on Ghana, 10.4\% were on Liberia, 24.7\% were on Nigeria, and 19.5\% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.}, language = {en}, journal = {International Perspectives on Education and Society}, author = {Colley, Kabba E.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, AAZ:West Africa, C:Gambia, C:Liberia, C:Nigeria, C:Sierra Leone, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:inclusion, F:outcomes, F:policy, P:services, P:teacher education, P:teacher training, P:teachers, Q:tertiary education, R:qualitative, R:quantitative, R:synthesis, T:Training, Z:Education, Z:Policy, Z:Supply, Z:Teacher, Z:Training, \_C:Ghana GHA, \_C:Sierra Leone SLE, publicImportV1}, } @incollection{colley_teacher_2014, series = {International {Perspectives} on {Education} and {Society}}, title = {Teacher {Education} in {Anglophone} {West} {Africa}: {Does} {Policy} {Match} {Practice}?}, volume = {25}, isbn = {978-1-78350-453-4 978-1-78350-454-1}, shorttitle = {Teacher {Education} in {Anglophone} {West} {Africa}}, url = {https://doi.org/10.1108/S1479-367920140000025015}, abstract = {This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2\% were on Gambia, 27.3\% were on Ghana, 10.4\% were on Liberia, 24.7\% were on Nigeria, and 19.5\% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.}, urldate = {2020-03-04}, booktitle = {Annual {Review} of {Comparative} and {International} {Education} 2014}, publisher = {Emerald Group Publishing Limited}, author = {Colley, Kabba E.}, month = jan, year = {2014}, doi = {10.1108/S1479-367920140000025015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/S1479-367920140000025015 2129771:U856MG7D 2563312:V69FFIIA 2601447:6FYR4QUB 2601447:EQFITIBE 4556019:77YKCJ3V}, keywords = {Education, Policy, Supply, Teacher, Training, West Africa}, pages = {201--233}, } @article{tibenderana_teacher_2017, title = {Teacher education in the 21st century digitalization: {Open} access, digital health and wellness: {Colloquium} presentation at the {Aga} {Khan}-{IED} {Conference} {Oct} 23-25, 2017, {Hotel} {Africana}, {Kampala}, {Uganda}}, shorttitle = {Teacher education in the 21st century digitalization}, author = {Tibenderana, Prisca Dr and Sumil, Novembrieta Dr and Busingye, Janice Dr and Mayende, Kiwelu Jackline and Osamai, Moses Odeke and Bounty, Kirabo Joseph Dr}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7LHGWTA8}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{mulenga_teacher_2020, title = {Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies.}, shorttitle = {Teacher education versus teacher training}, url = {http://dspace.unza.zm/handle/123456789/6562}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2020}, note = {Publisher: Journal of Lexicography and Terminology}, keywords = {⛔ No DOI found}, } @phdthesis{stutchbury_teacher_2019, type = {{PhD} {Thesis}}, title = {Teacher educators as agents of change? {A} critical realist study of a group of teacher educators in a {Kenyan} university}, shorttitle = {Teacher educators as agents of change?}, school = {The Open University}, author = {Stutchbury, Kristina}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{krumsvik_teacher_2014, title = {Teacher educators' digital competence}, volume = {58}, issn = {0031-3831, 1470-1170}, url = {http://www.tandfonline.com/doi/abs/10.1080/00313831.2012.726273}, doi = {10.1080/00313831.2012.726273}, language = {en}, number = {3}, urldate = {2024-03-04}, journal = {Scandinavian Journal of Educational Research}, author = {Krumsvik, Rune Johan}, month = may, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00313831.2012.726273 4804264:HZ5YT6GC}, keywords = {Final\_citation}, pages = {269--280}, } @article{kim_teacher_2019, title = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}: {Implications} for {Orchestrating} {Learning}}, volume = {9}, shorttitle = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}}, doi = {10.3390/educsci9020087}, number = {2}, journal = {Education Sciences}, author = {Kim, Hye Jeong and Choi, Jiyoung and Lee, Suyoun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A}, keywords = {\_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {87}, } @article{hennessy_teacher_2010, title = {Teacher factors influencing classroom use of {ICT} in sub-{Saharan} {Africa}}, volume = {2}, url = {https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf}, abstract = {This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.}, journal = {Itupale Online Journal of African Studies}, author = {Hennessy, Sara and Harrison, David and Wamakote, Leonard}, year = {2010}, note = {EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5}, keywords = {Schools, Secondary, Scientific literature, ⛔ No DOI found}, pages = {39--54}, } @article{salmon_teacher_2016, title = {Teacher governance reforms and social cohesion in {South} {Africa}: from intention to reality}, volume = {20}, issn = {1947-9417}, shorttitle = {Teacher governance reforms and social cohesion in {South} {Africa}}, url = {http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300003&lng=en&nrm=iso&tlng=en}, doi = {10.17159/1947-9417/2016/1516}, number = {3}, urldate = {2021-03-07}, journal = {Education as Change}, author = {Salmon, Thomas and Sayed, Yusuf}, year = {2016}, note = {Publisher: University of Johannesburg}, keywords = {\_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sudan SDN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {38--56}, } @phdthesis{mwanza_teacher_2017, address = {Lusaka, Zambia}, title = {Teacher {Involvement} in {Curriculum} {Development} in {Zambia}: {A} {Role} {Analysis} of {Selected} {Secondary} {School} {Teachers} in {Lusaka} {District}, {Lusaka} {Province}, {Zambia}}, url = {https://www.researchgate.net/publication/332735741_TEACHER_INVOLVEMENT_IN_CURRICULUM_DEVELOPMENT_IN_ZAMBIA_A_ROLE_ANALYSIS_OF_SELECTED_SECONDARY_SCHOOL_TEACHERS_IN_LUSAKA_DISTRICT_LUSAKA_PROVINCE_ZAMBIA}, language = {en}, school = {University of Zambia}, author = {Mwanza, Christine}, month = jan, year = {2017}, keywords = {⛔ No DOI found}, } @article{crawfurd_teacher_2020, title = {Teacher labor markets in developing countries}, doi = {10.2139/ssrn.3542654}, author = {Crawfurd, Lee and Pugatch, Todd}, year = {2020}, note = {Publisher: IZA Discussion Paper}, } @article{schott_teacher_2020, title = {Teacher leadership: {A} systematic review, methodological quality assessment and conceptual framework}, volume = {31}, shorttitle = {Teacher leadership}, doi = {10.1016/j.edurev.2020.100352}, journal = {Educational Research Review}, author = {Schott, Carina and van Roekel, Henrico and Tummers, Lars G.}, year = {2020}, note = {Publisher: Elsevier}, pages = {100352}, } @article{reeves_teacher_2010, title = {Teacher learning by script}, volume = {14}, url = {https://doi.org/10.1177/1362168810365252.}, doi = {10.1177/1362168810365252}, number = {3}, journal = {Language Teaching Research}, author = {Reeves, J.}, year = {2010}, pages = {241--258}, } @techreport{suda_teacher_2007, title = {Teacher {Learning} {Circles}: {Reading} {Theory} in {Practice} {Through} {Dialogue}}, shorttitle = {Teacher {Learning} {Circles}}, url = {https://www.academia.edu/18061797/Teacher_Learning_Circles}, abstract = {The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom.}, language = {en}, urldate = {2021-02-11}, author = {Suda, L.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LCLX3VLV}, keywords = {\_\_C:filed:1}, } @techreport{world_bank_teacher_2016, title = {Teacher {Management} 2.0: {Improving} {Teacher} {Deployment} in {Malawi}}, url = {http://documents1.worldbank.org/curated/en/780321468194950346/pdf/104252-BRI-P155972-PUBLIC-ADD-SERIES-WB-TeacherMgmt-brief-final-web.pdf}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F2I5PI5L}, keywords = {\_C:Malawi MWI, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4}, } @article{noauthor_teacher_2017, title = {Teacher {Management}: {Emerging} {Issues} in {Kenya}}, volume = {4}, issn = {1857-6036}, shorttitle = {Teacher {Management}}, url = {https://www.ceeol.com/search/article-detail?id=853600}, language = {English}, number = {1}, urldate = {2021-03-07}, journal = {European Journal of Educational Sciences}, year = {2017}, note = {Publisher: European Scientific Institute}, keywords = {⛔ No DOI found}, pages = {18--41}, } @article{bengtsson_teacher_2020, title = {Teacher {Management} in {Refugee} {Settings}: {Ethiopia}.}, journal = {Education Development Trust}, author = {Bengtsson, Stephanie and Fitzpatrick, Rachael and Hinz, Katja and MacEwen, Leonora and Naylor, Ruth and Riggall, Anna and West, Helen}, year = {2020}, note = {ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F}, keywords = {\_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Chad TCD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{teaching_service_commission_teacher_2020, title = {Teacher {Management} {Policy} for {Sierra} {Leone}}, url = {https://tsc.gov.sl/policies/}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU}, keywords = {\_C:Sierra Leone SLE}, } @techreport{noauthor_teacher_2020, address = {Sierra Leone}, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/}, urldate = {2020-07-15}, institution = {Teacher Service Commission (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE}, } @misc{sierra_leone_education_attendance_monitoring_system_sleams_teacher_nodate, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/}, abstract = {A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.}, urldate = {2020-09-17}, author = {Sierra Leone Education Attendance Monitoring System (SLEAMS)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DFNUGK8T 2405685:VBF825V5}, keywords = {\_C:Sierra Leone SLE}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @misc{vvob_teacher_2021, title = {Teacher motivation for online learning: piloting a microlearning support system {\textbar} {VVOB} in {Rwanda}}, shorttitle = {Teacher motivation for online learning}, url = {https://rwanda.vvob.org/news/teacher-motivation-online-learning-piloting-microlearning-support-system}, urldate = {2022-12-20}, journal = {VVOB}, author = {VVOB}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BE9WSX8W}, keywords = {Final\_citation, cited, existing}, } @article{james_teacher_2018, title = {Teacher {Motivation} in {Economic} {Crises}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14177}, abstract = {This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.}, language = {en}, urldate = {2022-12-18}, author = {James, Zoe}, month = nov, year = {2018}, note = {Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ}, keywords = {⛔ No DOI found}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, language = {en}, institution = {DfID London}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, \_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {114}, } @article{guajardo_teacher_nodate, title = {Teacher {Motivation}: {Theoretical} {Framework}, {Situation} {Analysis} of {Save} the {Children} {Country} {Offices}, and {Recommended} {Strategies}}, shorttitle = {Teacher {Motivation}}, url = {https://www.academia.edu/28952777/Teacher_Motivation_Theoretical_Framework_Situation_Analysis_of_Save_the_Children_Country_Offices_and_Recommended_Strategies}, language = {en}, urldate = {2021-02-11}, author = {Guajardo, Jarret}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QIYMD4GD}, keywords = {⛔ No DOI found}, } @article{ndebele_teacher_2014, title = {Teacher perceptions on the effectiveness of an {English} remedial teaching programme in primary schools in {Zimbabwe}: towards an alternative to the deficit model}, volume = {6}, url = {https://www.researchgate.net/profile/Clever_Ndebele2/publication/297758207_Teacher_Perceptions_on_the_Effectiveness_of_an_English_Remedial_Teaching_Programme_in_Primary_Schools_in_Zimbabwe_Towards_an_Alternative_to_the_Deficit_Model/links/56e2df5308ae387a2483a453.pdf}, abstract = {In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.}, number = {3}, urldate = {2020-11-17}, journal = {International Journal of Educational Sciences}, author = {Ndebele, Clever}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P9QRNWHA 2486141:5JWVGXEW}, keywords = {\_Added to LR, \_T:reviewed, ❓ Multiple DOI}, pages = {497--508}, } @techreport{filmer_teacher_2020, address = {Oxford}, type = {{RISE} {Working} {Paper}}, title = {Teacher {Performance}-{Based} {Incentives} and {Learning} {Inequality}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf}, abstract = {This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.}, language = {English}, number = {20/047}, urldate = {2020-09-15}, institution = {Rise Programme}, author = {Filmer, Deon and Habyarimana, James and Sabarwal, Shwetlena}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @article{muralidharan_teacher_2011, title = {Teacher {Performance} {Pay}: {Experimental} {Evidence} from {India}.}, volume = {119}, url = {www.jstor.org/stable/10.1086/659655.}, doi = {10.1086/659655}, journal = {Journal of Political Economy}, author = {Muralidharan, Karthik and Sundararaman, Venkatesh}, year = {2011}, note = {Publisher: JSTOR}, keywords = {interesting}, pages = {39--77}, } @book{barrera-osorio_teacher_2015, address = {Washington, DC}, title = {Teacher {Performance} {Pay}: {Experimental} {Evidence} from {Pakistan}.}, url = {http://documents1.worldbank.org/curated/en/973061468189533912/pdf/WPS7307.pdf}, publisher = {The World Bank}, author = {Barrera-Osorio, F. and Raju, D.}, year = {2015}, } @article{reichert_teacher_2018, title = {Teacher practices during {Y} ear 4 of a one-to-one mobile learning initiative}, volume = {34}, doi = {10.1111/jcal.12283}, number = {6}, journal = {Journal of Computer Assisted Learning}, author = {Reichert, Michael and Mouza, Chrystalla}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12283 10/gfnwsr 2129771:MC3QRRUW}, keywords = {\_\_C:filed:1}, pages = {762--774}, } @techreport{akyeampong_teacher_2011, address = {Brighton, UK}, title = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics}, shorttitle = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}}, institution = {Centre for International Education, University of Sussex}, author = {Akyeampong, K. and Pryor, J. and Westbrook, J. and Lussier, K.}, month = jul, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU}, } @techreport{akyeampong_teacher_2011, address = {Brighton, UK}, title = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}, {July} 2011 version}, shorttitle = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}, {July} 2011 version}, institution = {Centre for International Education, University of Sussex}, author = {Akyeampong, K. and Pryor, J. and Westbrook, J. and Lussier, K.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF}, } @article{villegas-reimers_teacher_2003, title = {Teacher professional development: {An} international review of the literature}, author = {Villegas-Reimers, E.}, year = {2003}, keywords = {⛔ No DOI found}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631745}, note = {EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:m}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631747}, note = {EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631749}, note = {EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @article{basma_teacher_2018, title = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}: a {Systematic} {Review} and {Meta}-analysis}, volume = {30}, issn = {1573-336X}, shorttitle = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}}, url = {https://doi.org/10.1007/s10648-017-9416-4}, doi = {10.1007/s10648-017-9416-4}, abstract = {This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p {\textless} 0.001) but more than 30 PD hours was not significant (g = 0.143, p {\textgreater} .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p {\textless} 0.001 for high-quality studies, g = 0.077, p {\textgreater} 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.}, language = {en}, number = {2}, urldate = {2020-08-26}, journal = {Educational Psychology Review}, author = {Basma, Badriah and Savage, Robert}, month = jun, year = {2018}, note = {shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2129771:SYY4I2JS 2405685:9XT28XJI}, keywords = {C: International}, pages = {457--481}, } @techreport{popova_teacher_2018, title = {Teacher {Professional} {Development} around the {World}: {The} {Gap} between {Evidence} and {Practice}}, shorttitle = {Teacher {Professional} {Development} around the {World}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572}, language = {EN}, urldate = {2020-05-15}, institution = {World Bank}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8572}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2129771:5RGFDRNB 2129771:ALHBEW23 2129771:U6VRSXQ6 2129771:VTDHPK39 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1, \_genre:LR-literature\_review}, } @article{ubit_teacher_2018, title = {Teacher {Professional} {Development} at a {Tsunami}-{Affected} {School} in {Banda} {Aceh}}, volume = {17}, issn = {2202-493X}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1184018}, abstract = {The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.}, language = {en}, number = {2}, urldate = {2021-02-12}, journal = {International Education Journal: Comparative Perspectives}, author = {Ubit, Fadliadi and Bartholomaeus, Pam}, year = {2018}, note = {Publisher: Australian and New Zealand Comparative and International Education Society KerkoCite.ItemAlsoKnownAs: 2129771:LN6H7GUC}, keywords = {Case Studies, Evaluation Criteria, Faculty Development, Foreign Countries, Interviews, Junior High School Students, Junior High Schools, Natural Disasters, Program Effectiveness, Public School Teachers, Qualitative Research, Secondary School Teachers, Trauma, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:India IND, \_C:Indonesia IDN, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Myanmar MMR, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {102--114}, } @incollection{lim_teacher_2020, title = {Teacher {Professional} {Development} at {Scale} in the {Global} {South}}, booktitle = {Anticipating and {Preparing} for {Emerging} {Skills} and {Jobs}}, publisher = {Springer, Singapore}, author = {Lim, Cher Ping and Tinio, Victoria and Smith, Matthew and Zou, Ellen Wenting and Modesto III, Justin Edward}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A}, pages = {229--236}, } @article{sullivan_teacher_2013, title = {Teacher professional development in crisis edited series: {Annotated} bibliography}, shorttitle = {Teacher professional development in crisis edited series}, journal = {Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed}, author = {Sullivan, Timothy}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JTMBTQH}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @incollection{hasler_teacher_2021, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, booktitle = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, publisher = {Routledge}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, editor = {McNaught, Carmel and Gravett, Sarah}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, STC-TLC, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, docs.opendeved.net}, } @techreport{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, month = aug, year = {2020}, doi = {10.5281/zenodo.3924551}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:sub-Saharan Africa, STC-TLC, \_C:Cameroon CMR, \_C:Congo XCO, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:t, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @inproceedings{hasler_teacher_2016, address = {Ethiopia}, title = {Teacher {Professional} {Development}: {Insights}, {Programmes} \& {Resources}}, copyright = {All rights reserved}, url = {https://www.youtube.com/watch?v=zM1s8RI2Gnw}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:IL6X2KSW}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @article{mukeredzi_teacher_2016, title = {Teacher professional development outside the lecture room: {Voices} of professionally unqualified practicing teachers in rural {Zimbabwe} secondary schools}, volume = {3}, copyright = {Copyright (c) 2016 Global Education Review}, issn = {2325-663X}, shorttitle = {Teacher professional development outside the lecture room}, url = {http://ger.mercy.edu/index.php/ger/article/view/271}, abstract = {Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room.  An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.}, language = {en}, number = {4}, urldate = {2017-04-06}, journal = {Global Education Review}, author = {Mukeredzi, Tabitha Grace}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CIJYHHRF 261495:9VQJENSS}, keywords = {⛔ No DOI found}, } @article{hennessy_teacher_2019, title = {Teacher professional development to support classroom dialogue}, doi = {10.4324/9780429441677-21}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Hennessy, Sara and Davies, Maree}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-21 2129771:FWVFI2WU}, keywords = {\_\_C:filed:1}, } @techreport{timperley_teacher_2007, address = {Wellington}, title = {Teacher professional learning and development: {Best} evidence synthesis iteration}, shorttitle = {Teacher professional learning and dvelopment: {Best} evidence synthesis iteration}, url = {http://www.minedu.govt.nz/goto/bestevidencesynthesis}, institution = {Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis}, author = {Timperley, H and Wilson, A and Barrar, H and Fung, I}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BHN2ZGRK 2129771:XNQX3DCU 2292089:3N2RPF5M 261495:9CUM94IV}, keywords = {Cited, TPD\_SSA}, } @book{timperley_teacher_2007, address = {Thorndon, Wellington}, title = {Teacher professional learning and development: {Best} {Evidence} {Synthesis} {Iteration} ({BES})}, isbn = {978-0-7903-2628-3 978-0-7903-2629-0}, shorttitle = {Teacher professional learning and development}, language = {en}, publisher = {Education Counts}, author = {Timperley, Helen and {Education Counts} and {Iterative Best Evidence Synthesis (programme)}}, year = {2007}, note = {OCLC: 770678800 KerkoCite.ItemAlsoKnownAs: 2129771:G3L95B74 2129771:ZRBUJWVV 2405685:FUMAUAXK}, keywords = {C:New Zealand, \_C:Australia AUS, \_C:Canada CAN, \_C:Cuba CUB, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Latvia LVA, \_C:Lithuania LTU, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tonga TON, \_C:Tuvalu TUV, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{francis_teacher_2019, title = {Teacher ‘quality’ and attainment grouping: {The} role of within-school teacher deployment in social and educational inequality}, volume = {77}, issn = {0742-051X}, shorttitle = {Teacher ‘quality’ and attainment grouping}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18300854}, doi = {10.1016/j.tate.2018.10.001}, abstract = {Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.}, language = {en}, urldate = {2021-03-07}, journal = {Teaching and Teacher Education}, author = {Francis, Becky and Hodgen, Jeremy and Craig, Nicole and Taylor, Becky and Archer, Louise and Mazenod, Anna and Tereshchenko, Antonina and Connolly, Paul}, month = jan, year = {2019}, keywords = {\_C:Ireland IRL, \_C:Pakistan PAK, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {183--192}, } @article{see_teacher_2020, title = {Teacher recruitment and retention: {A} critical review of international evidence of most promising interventions}, volume = {10}, shorttitle = {Teacher recruitment and retention}, doi = {10.3390/educsci10100262}, number = {10}, journal = {Education Sciences}, author = {See, Beng Huat and Morris, Rebecca and Gorard, Stephen and Kokotsaki, Dimitra and Abdi, Sophia}, year = {2020}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 2129771:ND7GI7XC 2129771:ULNMTEUF}, pages = {262}, } @article{wiley_teacher_1995, title = {Teacher reports of opportunity to learn: {Analyses} of the}, volume = {17}, doi = {10.3102/01623737017003355}, number = {3}, journal = {Educational Evaluation and Policy Analysis}, author = {Wiley, D. and Yoon, B.}, year = {1995}, pages = {355--370}, } @article{acheampong_teacher_2019, title = {Teacher {Retention}: {A} {Review} of {Policies} for {Motivating} {Rural} {Basic} {School} {Teachers} in {Ghana}}, volume = {5}, issn = {2519-5387}, shorttitle = {Teacher {Retention}}, url = {https://eric.ed.gov/?id=EJ1203657}, doi = {10.20448/journal.522.2019.51.86.92}, abstract = {The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Asian Journal of Education and Training}, author = {Acheampong, Phinihas and Gyasi, Juliana Fosua}, year = {2019}, note = {Publisher: Asian Online Journal Publishing Group}, keywords = {Administrator Attitudes, Disadvantaged, Educational Facilities, Faculty Development, Faculty Mobility, Foreign Countries, Housing, Incentives, Rural Schools, School Districts, Student Recruitment, Teacher Education, Teacher Motivation, Teacher Persistence, Teacher Salaries, Transportation, Water Quality, \_C:Botswana BWA, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {86--92}, } @techreport{lurvink_teacher_2023, title = {Teacher {Retention} and {Mobility} in {Sierra} {Leone}: {What} factors contribute to teachers' motivation to stay or leave schools?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQ8JNCH8}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Mansaray, Kabiru and Kamara, Josephine and Khanu, AlimamyJames and Cameron, Emma and Godwin, Katie and Haßler, Björn}, month = jun, year = {2023}, doi = {10.53832/edtechhub.0168}, note = {ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8}, keywords = {\_r:AddedByZotZen}, } @article{ring_teacher_2015, title = {Teacher retention in refugee and emergency settings: {The} state of the literature}, volume = {14}, language = {en}, number = {3}, journal = {The International Education Journal: Comparative Perspectives}, author = {Ring, Hannah Reeves and West, M Y}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3GXIVSSW 2129771:GN4QC67U 2129771:M5HVE7L7 2486141:9QST5RRI}, keywords = {\_C:Afghanistan AFG, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Chad TCD, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:India IND, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Nepal NPL, \_C:Nicaragua NIC, \_C:Papua New Guinea PNG, \_C:Sierra Leone SLE, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {106--121}, } @article{mulenga_teachers_2019, title = {Teacher's {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}.}, volume = {8}, shorttitle = {Teacher's {Voices} {Crying} in the {School} {Wilderness}}, url = {https://eric.ed.gov/?id=EJ1207328}, doi = {10.5430/jct.v8n1p32}, number = {1}, urldate = {2023-12-06}, journal = {Journal of Curriculum and teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, year = {2019}, note = {Publisher: ERIC}, pages = {32--39}, } @article{mulenga_teachers_2019, title = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}}, volume = {8}, issn = {1927-2685, 1927-2677}, shorttitle = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}}, url = {http://www.sciedupress.com/journal/index.php/jct/article/view/13785}, doi = {10.5430/jct.v8n1p32}, abstract = {In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.}, language = {en}, number = {1}, urldate = {2023-11-28}, journal = {Journal of Curriculum and Teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, month = feb, year = {2019}, pages = {32}, } @article{corry_teacher_2018, title = {Teacher self-efficacy in online education: a review of the literature}, copyright = {http://creativecommons.org/licenses/by/3.0/us/}, shorttitle = {Teacher self-efficacy in online education}, url = {https://scholarworks.iupui.edu/handle/1805/21251}, doi = {10.25304/rlt.v26.2047}, abstract = {Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.}, language = {en\_US}, urldate = {2021-03-07}, journal = {Publisher}, author = {Corry, Michael and Stella, Julie}, month = oct, year = {2018}, note = {Accepted: 2019-10-24T21:25:08Z Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2047 2129771:AEFZ3LCT 2129771:BAZAG7DZ 2129771:RRNDFXUH}, keywords = {\_C:State of Palestine PSE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{zhou_teacher-student_2020, title = {Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety}, volume = {40}, issn = {0144-3410}, shorttitle = {Teacher-student relationship and mathematical problem-solving ability}, url = {https://doi.org/10.1080/01443410.2019.1696947}, doi = {10.1080/01443410.2019.1696947}, abstract = {This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.}, number = {4}, urldate = {2022-04-01}, journal = {Educational Psychology}, author = {Zhou, Da and Du, Xiaofeng and Hau, Kit-Tai and Luo, Haifeng and Feng, Pingting and Liu, Jian}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01443410.2019.1696947 KerkoCite.ItemAlsoKnownAs: 10.1080/01443410.2019.1696947 2129771:42N6F9B6 2486141:JD84EFTA}, keywords = {Mathematical problem-solving ability, mathematical anxiety, self-efficacy, teacher–student relationship}, pages = {473--489}, } @article{liu_teacher-student_2021, title = {Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis}, issn = {1936-4733}, shorttitle = {Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement}, url = {https://doi.org/10.1007/s12144-021-01598-7}, doi = {10.1007/s12144-021-01598-7}, abstract = {This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.}, language = {en}, urldate = {2022-04-01}, journal = {Current Psychology}, author = {Liu, Hongyun and Liu, Qimeng and Du, Xiaofeng and Liu, Jian and Hoi, Cathy Ka Weng and Schumacker, Randall E.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12144-021-01598-7 2129771:48UPHNQV 2486141:YJJW3GXZ}, } @misc{noauthor_teacher-student_2023, title = {Teacher-student relationship as an enabler of holistic learning for {SEND} students - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/schools-2030/, https://opendeved.net/programmes/schools-2030/}, abstract = {The programme aims to understanding the effect of teacher-student relationships (TSRs) on the perception of self-efficacy of SEND students in Ugandan primary schools}, language = {en-GB}, urldate = {2024-01-06}, month = apr, year = {2023}, } @article{pastore_teacher-student-relationship_2021, title = {Teacher-{Student}-{Relationship} {Quality} in {Inclusive} {Secondary} {Schools}: {Theory} and {Measurement} of {Emotional} {Aspects} of {Teaching}}, volume = {6}, issn = {2504-284X}, shorttitle = {Teacher-{Student}-{Relationship} {Quality} in {Inclusive} {Secondary} {Schools}}, url = {https://www.frontiersin.org/article/10.3389/feduc.2021.643617}, doi = {10.3389/feduc.2021.643617}, abstract = {Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.}, urldate = {2022-04-07}, journal = {Frontiers in Education}, author = {Pastore, Giuliana and Luder, Reto}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2021.643617 2129771:SU87934K}, } @incollection{pianta_teacher-student_2012, address = {Boston, MA}, title = {Teacher-{Student} {Relationships} and {Engagement}: {Conceptualizing}, {Measuring}, and {Improving} the {Capacity} of {Classroom} {Interactions}}, isbn = {978-1-4614-2018-7}, shorttitle = {Teacher-{Student} {Relationships} and {Engagement}}, url = {https://doi.org/10.1007/978-1-4614-2018-7_17}, abstract = {Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.}, language = {en}, urldate = {2022-04-01}, booktitle = {Handbook of {Research} on {Student} {Engagement}}, publisher = {Springer US}, author = {Pianta, Robert C. and Hamre, Bridget K. and Allen, Joseph P.}, editor = {Christenson, Sandra L. and Reschly, Amy L. and Wylie, Cathy}, year = {2012}, doi = {10.1007/978-1-4614-2018-7_17}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-2018-7\_17 2129771:2E7DYFWC 2486141:TP6MGKT9}, pages = {365--386}, } @article{phiri_teacher_2020, title = {Teacher transfers from primary schools in {Chama} district of {Zambia}: {Causes} of the massive teacher exodus and its effects on learner’s academic performance}, volume = {3}, shorttitle = {Teacher transfers from primary schools in {Chama} district of {Zambia}}, url = {https://library.unza.zm/index.php/mjlsse/article/view/233}, number = {2}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Phiri, Donald and Mulenga, Innocent Mutale}, year = {2020}, keywords = {⛔ No DOI found}, pages = {94--125}, } @article{zeitlin_teacher_2021, title = {Teacher turnover in {Rwanda}}, volume = {30}, doi = {10.1093/jae/ejaa013}, number = {1}, journal = {Journal of African Economies}, author = {Zeitlin, Andrew}, year = {2021}, note = {Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2129771:WF686ZTQ}, pages = {81--102}, } @misc{noauthor_teacher_educator_framework_final_webv1_0pdf_nodate, title = {teacher\_educator\_framework\_final\_webv1\_0.pdf}, } @article{huth_teacherinaboxoutside_2020, title = {Teacherinabox–outside the box}, author = {Huth, Katherine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{baas_teachers_2019, title = {Teachers' {Adoption} of {Open} {Educational} {Resources} in {Higher} {Education}.}, volume = {2019}, doi = {10.5334/jime.510}, number = {1}, journal = {Journal of Interactive Media in Education}, author = {Baas, Marjon and Admiraal, Wilfried and van den Berg, Ellen}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5334/jime.510 2129771:36F9DWH9}, keywords = {\_C:Netherlands NLD, \_C:Tanzania TZA, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone} : {Teacher} {Quality} and {Management} {Study}}, url = {https://openknowledge.worldbank.org/handle/10986/35918}, urldate = {2022-01-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 4556019:BHQLRIPR}, keywords = {\_C:Sierra Leone}, } @incollection{moon_teachers_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teachers and the development agenda: {An} introduction}, shorttitle = {Teachers and the development agenda: {An} introduction}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: a {Global} {Analysis}}, publisher = {Routledge}, author = {Moon, B. and Dladla, N}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AS5DFL78 2129771:TMKIIFDA 2317526:8UYLVCSQ 261495:96U29X8H}, keywords = {CitedIn:OER4Schools-2011-PDIE}, pages = {5--18}, } @techreport{wright_teachers_2017, title = {Teachers and the {Teaching} {Profession} in {Sierra} {Leone}: {A} {Comprehensive} {Situation} {Analysis}}, institution = {TSC}, author = {Wright, Cream}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ}, keywords = {\_C:Sierra Leone SLE}, } @article{novelli_teachers_2016, title = {Teachers as agents of sustainable peace, social cohesion and development: theory, practice \& evidence}, volume = {20}, issn = {1947-9417}, shorttitle = {Teachers as agents of sustainable peace, social cohesion and development}, url = {http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en}, doi = {10.17159/1947-9417/2016/1486}, number = {3}, urldate = {2021-03-07}, journal = {Education as Change}, author = {Novelli, Mario and Sayed, Yusuf}, year = {2016}, note = {Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.17159/1947-9417/2016/1486 2129771:88PBEAAU}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:India IND, \_C:Lebanon LBN, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {15--37}, } @article{chocarro_teachers_2021, title = {Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics}, shorttitle = {Teachers’ attitudes towards chatbots in education}, doi = {10.1080/03055698.2020.1850426}, journal = {Educational Studies}, author = {Chocarro, Raquel and Cortiñas, Mónica and Marcos-Matás, Gustavo}, year = {2021}, note = {Publisher: Taylor \& Francis}, pages = {1--19}, } @misc{unesco-iiep_teachers_2021, title = {Teachers deployment and retention {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/}, abstract = {The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.}, language = {en-GB}, urldate = {2022-01-05}, author = {UNESCO-IIEP}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 4556019:53D54ZXQ}, keywords = {C:LMIC}, } @phdthesis{frisoli_teachers_2013, title = {Teachers’ {Experiences} of {Professional} {Development} in (post)crisis {Katanga} {Province}, {Southeastern} {Democratic} {Republic} of {Congo}: {A} {Case} {Study} of {Teacher} {Learning} {Circles}}, shorttitle = {Teachers’ {Experiences} of {Professional} {Development} in (post)crisis {Katanga} {Province}, {Southeastern} {Democratic} {Republic} of {Congo}}, url = {https://scholarworks.umass.edu/dissertations_2/82}, language = {en}, urldate = {2021-02-11}, school = {University of Massachusetts Amherst}, author = {Frisoli, Paul St J}, year = {2013}, doi = {10.7275/K457-DR90}, note = {KerkoCite.ItemAlsoKnownAs: 10.7275/K457-DR90 2129771:KF2SMPEU 2129771:RZPB8LDJ}, keywords = {⛔ No DOI found}, } @article{plessis_teachers_2019, title = {Teachers for rural schools – a challenge for {South} {Africa}}, volume = {39}, copyright = {Copyright (c)}, issn = {2076-3433}, url = {https://www.ajol.info/index.php/saje/article/view/190868}, doi = {10.4314/saje.v39i4.}, abstract = {Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools}, language = {en}, urldate = {2021-03-07}, journal = {South African Journal of Education}, author = {Plessis, Pierre du and Mestry, Raj}, month = nov, year = {2019}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:France FRA, \_C:Ghana GHA, \_C:Malaysia MYS, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, deployment, education level, education quality, recruitment, rural schools, ⚠️ Invalid DOI}, } @article{mwapwele_teachers_2019, title = {Teachers' {ICT} {Adoption} in {South} {African} {Rural} {Schools}: {A} {Study} of {Technology} {Readiness} and {Implications} for the {South} {Africa} {Connect} {Broadband} {Policy}}, volume = {24}, shorttitle = {Teachers' {ICT} {Adoption} in {South} {African} {Rural} {Schools}}, doi = {10.23962/10539/28658}, journal = {The African Journal of Information and Communication}, author = {Mwapwele, Samwel Dick and Marais, Mario and Dlamini, Sifiso and Van Biljon, Judy}, year = {2019}, note = {Publisher: Authors KerkoCite.ItemAlsoKnownAs: 10.23962/10539/28658 2129771:D68VDM9X}, keywords = {\_\_C:filed:1}, pages = {1--21}, } @misc{noauthor_teachers_nodate, title = {Teachers in {Crisis} {Contexts}: {Promising} {Practices} in {Teacher} {Management}, {Professional} {Development}, and {Well}-being {\textbar} {INEE}}, url = {https://inee.org/events/teachers-crisis-contexts-ticc-roundtable/case-studies}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GEQNUWCG}, } @misc{noauthor_teachers_nodate, title = {Teachers in {Crisis} {Contexts} {Training} for {Primary} {School} {Teachers} {\textbar} {INEE}}, url = {https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5Z2T3CH5}, } @incollection{akogun_teachers_2018, title = {Teachers in {North}-{West} {Nigeria} {A} situation analysis of teacher gaps, effectiveness, and recruitment and deployment processes}, url = {www.nigeria-education.org}, language = {en}, booktitle = {Education {Data}, {Research} and {Evaluation} in {Nigeria} ({EDOREN}}, author = {Akogun, Oladele B and Adesina, Adedoyin and Iluobi, Ifeatu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CDGR3NNS 2129771:Q73W74LP 2486141:2EAKXHT3}, } @misc{qarizada_teachers_2015, title = {Teachers’ {Learning} {Circle} in {Afghanistan}:-{A} new experience of {Professional} {Development} of {Male} and {Female} {School} {Teachers} in {Mazar}-e-{Sharif}, {Afghanistan}.}, author = {Qarizada, Zabihullah}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAWPMSSV}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Iran IRN, \_C:Pakistan PAK, \_C:Spain ESP, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{rossignoli_teachers_2020, title = {Teachers {Learning} {Together}: {Large}-scale approaches to teacher communities of practice}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf}, urldate = {2020-05-25}, institution = {Education Development Trust}, author = {Rossignoli, Serena and Amenya, Donvan and Kamana, Dieudonne and Tiganescu, Andrea and Kudenko, Irina}, year = {2020}, note = {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}, } @incollection{noauthor_teachers_2014, address = {United States}, title = {Teachers of {Mathematics} ({NCTM})}, url = {http://www.nctm.org/PrinciplestoActions.}, booktitle = {Principles to actions: {Ensuring} mathematical success for all}, publisher = {NCTM}, year = {2014}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of {Refugees}}, url = {https://eric.ed.gov/?id=ED588878}, abstract = {The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]}, language = {en}, urldate = {2021-03-07}, publisher = {Education Development Trust}, author = {Richardson, Emily}, year = {2018}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:PAW48PJ7}, keywords = {Access to Education, Civil Rights, Compensation (Remuneration), Faculty Development, Financial Support, Foreign Countries, Incentives, Refugees, Research Needs, Teacher Certification, Teacher Education, Teacher Persistence, Teacher Recruitment, Teacher Role, Teacher Selection, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Burkina Faso BFA, \_C:Cameroon CMR, \_C:Chad TCD, \_C:Congo XCO, \_C:Croatia HRV, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Guinea GIN, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}.}, isbn = {1-909437-95-6}, publisher = {ERIC}, author = {Richardson, Emily}, year = {2018}, } @article{zulu_teachers_2019, title = {Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in {Lusaka}, {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6582/UJOE%20Article%20Jacqueline%20and%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Zulu, Jacqueline and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: UNESWA Journal of Education}, keywords = {⛔ No DOI found}, } @article{masumba_teachers_2019, title = {Teachers’ pedagogical content knowledge for teaching computer studies in rural {Zambian} secondary schools of {North}-western province.}, url = {http://dspace.unza.zm/handle/123456789/6570}, urldate = {2023-12-06}, author = {Masumba, Collins Kasoka and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Zambia Journal of Library \& Information Science (ZAJLIS)}, keywords = {⛔ No DOI found}, } @article{masinire_teachers_2015, title = {Teachers' {Perceptions} and {Students}' {Lived} {Experiences} in {Vocational}-{Technical} {Subjects} in a {Rural} {High} {School} in {Zimbabwe}}, doi = {10.1080/09540253.2015.1079357}, abstract = {This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.}, language = {en}, journal = {Gender and Education}, author = {Masinire, Alfred}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09540253.2015.1079357 10/gf62kx 2129771:7DPG8XQP 2317526:44W8UQC7 DOI-10.1080/09540253.2015.1079357}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:attitude, F:curriculum, F:gender, F:girl, F:learning, F:policy, P:construction, P:environment, P:metal, P:teachers, R:evaluation, R:interview, R:observation, T:TVET, Z:Barriers, Z:Classroom Environment, Z:Critical Theory, Z:Curriculum Evaluation, Z:Educational Practices, Z:Feminism, Z:Foods Instruction, Z:Foreign Countries, Z:Gender Differences, Z:Gender Issues, Z:High School Students, Z:Institutional Characteristics, Z:Interviews, Z:Masculinity, Z:Metallurgy, Z:Nutrition Instruction, Z:Observation, Z:Rural Schools, Z:Sex Fairness, Z:Sex Role, Z:Student Attitudes, Z:Student Experience, Z:Teacher Attitudes, Z:Teacher Student Relationship, Z:Vocational Education, gender, publicImportV1}, } @article{orwenjo_teachers_2021, title = {Teachers’ {Perceptions} of {Open} {Educational} {Resources}: {The} {Case} of {Open} {Resources} for {English} {Language} {Teaching} ({ORELT}) in {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Daniel Ochieng Orwenjo, Fridah Kanana Erastus}, issn = {2311-1550}, shorttitle = {Teachers’ {Perceptions} of {Open} {Educational} {Resources}}, url = {https://jl4d.org/index.php/ejl4d/article/view/529}, abstract = {The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Orwenjo, Daniel Ochieng and Erastus, Fridah Kanana}, month = nov, year = {2021}, note = {Number: 3}, keywords = {ESL, Education Innovation, Kenya, ORELT, Perceptions, Teacher Education, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {582--600}, } @article{suarez-guerrero_teachers_2016, title = {Teachers' {Perceptions} of the {Digital} {Transformation} of the {Classroom} through the {Use} of {Tablets}: {A} {Study} in {Spain}/{Percepción} docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español}, volume = {24}, shorttitle = {Teachers' {Perceptions} of the {Digital} {Transformation} of the {Classroom} through the {Use} of {Tablets}}, number = {49}, journal = {Comunicar (English edition)}, author = {Suarez-Guerrero, Cristobal}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:CIME9WM3}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {81--89}, } @techreport{henry-legall_teachers_2012, address = {St. Augustine, Trinidad and Tobago}, title = {Teachers' perceptions on academic recovery through educational therapy: {A} therapeutic intervention in three co-educational government schools in {North} {Trinidad}}, abstract = {This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student aggression were becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could improve academic achievement in these subject disciplines. Findings from the study revealed that teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.}, language = {English}, institution = {University of the West Indies}, author = {Henry-Legall, Lisa-Marcella}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:65H4P6D6 2486141:VUD5MUML}, keywords = {\_Added to LR, \_T:reviewed}, } @article{ajani_teachers_2021, title = {Teachers’ {Perspectives} on {Professional} {Development} in {South} {Africa} and {Nigeria}: {Towards} an {Andragogical} {Approach}}, volume = {11}, issn = {2240-0524, 2239-978X}, shorttitle = {Teachers’ {Perspectives} on {Professional} {Development} in {South} {Africa} and {Nigeria}}, url = {https://www.richtmann.org/journal/index.php/jesr/article/view/12504}, doi = {10.36941/jesr-2021-0070}, abstract = {This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.}, language = {en}, number = {3}, urldate = {2023-03-11}, journal = {Journal of Educational and Social Research}, author = {Ajani, Oluwatoyin Ayodele}, month = may, year = {2021}, pages = {288}, } @techreport{bertoni_teachers_2019, title = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}: {Evidence} from {Peru}}, shorttitle = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}}, url = {https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru}, urldate = {2022-01-26}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Hincapie, Diana and Méndez, Carolina and Paredes, Diana}, month = oct, year = {2019}, doi = {10.18235/0001977}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 4556019:SVTALQW6}, keywords = {C:Peru, \_C:Peru PER}, } @article{mulenga_teachers_2019, title = {Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in {Mongu} district of {Zambia}.}, shorttitle = {Teachers present in school but absent in class}, url = {http://dspace.unza.zm/handle/123456789/6563}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Lubasi, Ireen Monde}, year = {2019}, note = {Publisher: European Journal of Education Studies}, keywords = {⛔ No DOI found}, } @article{buckler_teachers_2016, title = {Teachers’ {Professional} {Capabilities} and the {Pursuit} of {Quality} in {Sub}-{Saharan} {African} {Education} {Systems}: {Demonstrating} and {Debating} a {Method} of {Capability} {Selection} and {Analysis}}, volume = {17}, issn = {1945-2829}, shorttitle = {Teachers’ {Professional} {Capabilities} and the {Pursuit} of {Quality} in {Sub}-{Saharan} {African} {Education} {Systems}}, url = {https://doi.org/10.1080/19452829.2014.991706}, doi = {10.1080/19452829.2014.991706}, abstract = {This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Sen's (1999) capability approach was used as a framework for understanding this relationship and to produce two conceptualizations of professional capabilities for teachers generated by the official and teacher perspectives, respectively. These capabilities are organized around the pursuit of quality in teachers’ work. The paper explains how these two conceptualizations were determined, justifies four key aspects of the method used and highlights key insights into the teachers’ professional lives enabled by this approach.}, number = {2}, urldate = {2023-03-11}, journal = {Journal of Human Development and Capabilities}, author = {Buckler, Alison}, month = apr, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19452829.2014.991706}, keywords = {Capabilities, Capability approach, Education, Gender, Measurement}, pages = {161--177}, } @article{postholm_teachers_2018, title = {Teachers’ professional development in school: {A} review study}, volume = {5}, shorttitle = {Teachers’ professional development in school}, doi = {10.1080/2331186X.2018.1522781}, number = {1}, journal = {Cogent education}, author = {Postholm, May Britt}, year = {2018}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2018.1522781 2129771:35AC89A9 2129771:XJ3G444D}, keywords = {\_\_C:filed:1}, pages = {1522781}, } @article{lundie_teachers_nodate, title = {Teachers’ {Responses} and {Expectations} in the {COVID}-19 {School} {Shutdown} {Period} in the {UK}}, language = {en}, author = {Lundie, Dr David}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NUG5Z4PD}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {17}, } @article{datnow_teachers_2000, title = {Teachers' {Responses} to {Success} for {All}: {How} {Beliefs}, {Experiences}, and {Adaptations} {Shape} {Implementation}}, volume = {37}, issn = {0002-8312}, shorttitle = {Teachers' {Responses} to {Success} for {All}}, url = {https://doi.org/10.3102/00028312037003775}, doi = {10.3102/00028312037003775}, abstract = {Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed.}, language = {en}, number = {3}, urldate = {2022-11-23}, journal = {American Educational Research Journal}, author = {Datnow, Amanda and Castellano, Marisa}, month = jan, year = {2000}, note = {Publisher: American Educational Research Association}, pages = {775--799}, } @article{bressoux_teachers_2006, title = {Teachers training, class size and students’ outcomes: {Evidence} from third grade classes in {France}. {Unpublished} paper}, author = {Bressoux, P. and Kramarz, F. and Prost, C.}, year = {2006}, keywords = {⛔ No DOI found}, } @article{haji_teachers_2017, title = {Teachers’ {Use} of {Information} and {Communications} {Technology} in {Education}: {Cameroon} {Secondary} {Schools} {Perspectives}}, volume = {16}, copyright = {Copyright Sakarya University 2017}, shorttitle = {Teachers’ {Use} of {Information} and {Communications} {Technology} in {Education}}, url = {http://search.proquest.com/docview/1953141340/abstract/442669BF15EF46B3PQ/1}, abstract = {{\textless}/span{\textgreater}{\textless}/b{\textgreater}}, language = {English}, number = {3}, urldate = {2019-02-25}, journal = {TOJET : The Turkish Online Journal of Educational Technology; Adapazari}, author = {Haji, abdoulai and Moluayonge, Gracemary Eloheneke and Park, Innwoo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:37KUWFUV 2292089:Z6WTYUVS}, keywords = {:C:Cameroon, Cited, Communications technology, Data acquisition, Developing nations, Education, Education--Teaching Methods And Curriculum, Information technology, Learning, RRQ1:High, RRQ2:Medium, Rural areas, Secondary schools, Statistical tests, Teachers, Teaching, Training, ⛔ No DOI found}, } @article{chikasanda_teachers_2011, title = {Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in {Malawi}}, url = {https://link.springer.com/article/10.1007/s10798-010-9125-5}, doi = {10.1007/s10798-010-9125-5}, abstract = {Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.}, language = {en}, journal = {International Journal of Technology and Design Education}, author = {Chikasanda, VK and K Otrel-Cass, K and Jones, A}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:teachers, P:technology, Q:educational technology, T:TVET, publicImportV1}, } @misc{noauthor_teachers_preferences_for_proximity_and_the_implications_for_staffing_schools_evidence_from_peru_en_nodate, title = {Teachers\_Preferences\_for\_Proximity\_and\_the\_Implications\_for\_Staffing\_Schools\_Evidence\_from\_Peru\_en (1).pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QT5QZ76B 4556019:4LUXSXHZ}, } @misc{noauthor_teaching_nodate, title = {Teaching amidst conflict and displacement: persistent challenges and promising practices for refugee, internally displaced and national teachers - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000266060}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DCHTX69B}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ibrahim_teaching_2020, title = {Teaching and {Learning} {Experiences} in {Medical} {Education} {During} the {COVID}-19 {Pandemic}: {The} {Case} of {Kilimanjaro} {Christian} {Medical} {University} {College} ({KCMUCo}), {Tanzania}}, volume = {7}, copyright = {Copyright (c) 2020 GLORY IBRAHIM, HEAVENLIGHT LUZINGE, GIBSON KAPANDA}, issn = {2311-1550}, shorttitle = {Teaching and {Learning} {Experiences} in {Medical} {Education} {During} the {COVID}-19 {Pandemic}}, url = {https://jl4d.org/index.php/ejl4d/article/view/448}, abstract = {Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires.  To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58\%) students and 57 (51\%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4\% for students, 43.0\% for faculty and by 22.3\% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65\% and support entities 79\%. About 70\% of students owned a smartphone as a learning device. More than 67\% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Ibrahim, Glory and Luzinge, Heavenlight and Kapanda, Gibson}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:8TKI6DKB}, keywords = {COVID-19, blended learning, online learning, students and faculty experiences, ⛔ No DOI found}, pages = {433--446}, } @techreport{oliveira_teaching_2022, type = {Technical {Report}}, title = {Teaching and learning of mathematics in the context of the {National} {Numeracy} {Programme}: {Finding} from a rapid in-depth qualitative study}, url = {https://docs.edtechhub.org/lib/2AN8XVIA}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Oliveira, Andre Correa de and Kanyoza, Charity and Boilo, Violet and Chidothi, Emmanuel and Kadzamira, Esme and Mpoola, Dorothy and McBurnie, Chris and Phiri, Magret and Haßler, Björn}, year = {2022}, doi = {10.53832/edtechhub.0177}, note = {ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA}, keywords = {Author:OpenDevEd, \_forthcoming, \_r:AddedByZotZen}, } @techreport{correa_de_oliveira_teaching_2023, type = {Working {Paper}}, title = {Teaching and {Learning} of {Mathematics} in the {Context} of the {National} {Numeracy} {Programme} in {Malawi}: {Findings} from a {Rapid} {In}-depth {Qualitative} {Study}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/B8SQMMBA}, language = {en}, institution = {EdTech Hub}, author = {Correa de Oliveira, André and Kanyoza, Charity and Lurvink, Anne-Fleur and Boilo, Violet and Kadzamira, Esme and Haßler, Björn}, month = jan, year = {2023}, doi = {10.53832/edtechhub.0156}, note = {ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2129771:K9HHIYYP 2405685:B8SQMMBA}, keywords = {\_forthcoming, \_r:AddedByZotZen}, } @misc{noauthor_teaching_nodate, title = {Teaching and teachers {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking/teaching}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IPJEDUTW}, } @techreport{new_zealand_government_teaching_2018, title = {Teaching approaches and strategies that work; {Keeping} children engaged and achieving in mathematics}, url = {https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf}, urldate = {2020-05-16}, author = {New Zealand Government}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IDMRM9UP 2405685:2XPLP8YB}, keywords = {C:New Zealand}, } @article{darling-hammond_teaching_2005, title = {Teaching as a profession: {Lessons} in teacher preparation and professional development}, volume = {87}, url = {http://www.oup.hu/howhigh_doug.pdf.}, doi = {10.1177/003172170508700318}, number = {3}, journal = {Phi delta kappan}, author = {Darling-Hammond, L.}, year = {2005}, note = {Place: Stanford, CA Publisher: Stanford Center}, pages = {237}, } @article{akyeampong_teaching_2020, title = {Teaching at the {Bottom} of the {Pyramid}}, url = {https://docs.google.com/document/u/1/d/1Y_BI6ck8TTzcMgbdrlHnnyjzGIkLuWtS1CqY2xDjRi0/edit?usp=embed_facebook}, abstract = {LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache...}, language = {en-GB}, urldate = {2020-12-04}, journal = {LBOP2 PRE-CONF DRAFT}, author = {Akyeampong, Kwame}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TEURCZN8 2486141:5I9CABDB}, } @article{hatton_teaching_1996, title = {Teaching {Children} in {Poverty}: three {Australian} primary school responses}, volume = {17}, issn = {0142-5692}, shorttitle = {Teaching {Children} in {Poverty}}, url = {https://doi.org/10.1080/0142569960170103}, doi = {10.1080/0142569960170103}, abstract = {Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. Each school is a designated disadvantaged school and funded accordingly through a federal Disadvantaged Schools Program, is located in a working class area, and is ethnically diverse. The schools’ pedagogical responses to children in poverty are contrasted and analysed in terms of their capacity to contribute to socially just outcomes from schooling.}, number = {1}, urldate = {2020-11-20}, journal = {British Journal of Sociology of Education}, author = {Hatton, Elizabeth and Munns, Geoff and Dent, Jane Nicklin}, month = mar, year = {1996}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/0142569960170103 KerkoCite.ItemAlsoKnownAs: 10.1080/0142569960170103 2129771:72YVFMVP 2486141:YEGCEQ22}, keywords = {\_Added to LR, \_T:reviewed}, pages = {39--52}, } @article{paltiel_teaching_2022, title = {Teaching {Digital} {Ethics} in {Information} {Systems}}, url = {https://aisel.aisnet.org/acis2022/25/}, urldate = {2024-02-24}, author = {Paltiel, Minna and Cheong, Marc and Coghlan, Simon and Lederman, Reeva}, year = {2022}, keywords = {⛔ No DOI found}, } @article{bouck_teaching_2017, title = {Teaching {Equivalent} {Fractions} to {Secondary} {Students} {With} {Disabilities} via the {Virtual}–{Representational}–{Abstract} {Instructional} {Sequence}}, volume = {32}, doi = {10.1177/0162643417727291}, number = {4}, journal = {Journal of Special Education Technology}, author = {Bouck, Emily C. and Bassette, Laura and Shurr, Jordan and Park, Jiyoon and Kerr, Jackie and Whorley, Abbie}, year = {2017}, note = {00004 KerkoCite.ItemAlsoKnownAs: 10.1177/0162643417727291 10/gdm2tg 2129771:CG9H44U6 2129771:QD74PKYR}, keywords = {\_\_C:filed:1}, pages = {220--231}, } @article{coker_teaching_2015, title = {Teaching {Group} {Counseling} in {Botswana}: {Two} {U}.{S}.-{Trained} {Counselors} {Discuss} {Experiences} and {Share} {Cultural} {Considerations} for {Practice}}, doi = {10.1080/01933922.2014.992506}, abstract = {There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.}, language = {en}, journal = {Journal for Specialists in Group Work}, author = {Coker, Angela D. and Majuta, Aaron R.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01933922.2014.992506 10/gf62j6 2129771:77YNA8B5 2317526:9N5I6ELM}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Botswana, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:attitude, F:learning, F:pedagogy, F:teaching, P:culture, P:environment, P:social, Q:higher education, T:Training, T:trainee, Z:Acquired Immunodeficiency Syndrome (AIDS), Z:Colleges, Z:Counselor Training, Z:Cross Cultural Training, Z:Cultural Awareness, Z:Cultural Differences, Z:Foreign Countries, Z:Group Counseling, Z:Group Dynamics, Z:Higher Education, Z:Interpersonal Communication, Z:Prosocial Behavior, Z:Social Attitudes, publicImportV1}, } @techreport{benveniste_teaching_2008, address = {Washington, DC}, title = {Teaching in {Cambodia}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo/}, url = {https://openknowledge.worldbank.org/handle/10986/8073}, abstract = {This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular.}, language = {en\_US}, urldate = {2022-07-13}, institution = {World Bank}, author = {Benveniste, Luis and Marshall, Jeffery and Araujo, M. Caridad}, month = jun, year = {2008}, note = {Accepted: 2012-06-14T19:08:18Z}, keywords = {Attendance, Civil Service, Classroom Performance, Contracts, Educational Development, Incentives, Salaries, School System, Teachers, Working Conditions}, } @techreport{famuyiwa-alaka_teaching_nodate, title = {Teaching in {Distress} {An} assessment of the impact of protracted violence due to insurgence on the {Primary} {School} teaching workforce in {Borno} {State}}, language = {en}, author = {Famuyiwa-Alaka, Motunrayo and Powell, Matthew and Akogun, Oladele B and Musa, Hadiza and Mohammed, Abba Jimme and Njobi.2018, Sani}, note = {Place: Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:GCHQM7YY 2129771:WTHGPCZU 2486141:BD9UIYBN}, } @article{yara_teachinglearning_2010, title = {Teaching/learning resources and academic performance in mathematics in secondary schools in {Bondo} {District} of {Kenya}}, volume = {6}, url = {https://doi.org/10.5539/ass.v6n12p126.}, doi = {10.5539/ass.v6n12p126}, number = {12}, journal = {Asian Social Science}, author = {Yara, P.O. and Otieno, K.O.}, year = {2010}, pages = {126--132}, } @misc{education_endowment_foundation_teaching_2018, title = {Teaching \& {Learning} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf}, urldate = {2021-02-25}, publisher = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q585ER3I 2486141:FKQUA2EN}, } @techreport{noauthor_teaching_2018, title = {Teaching {Learning} {Toolkit}: {An} accessible summary of the international evidence on teaching 5-16 year-olds}, url = {https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf}, urldate = {2021-03-25}, month = oct, year = {2018}, } @article{noauthor_teaching_2018, title = {Teaching \& {Learning} {Toolkit} ({English}/{Arabic})}, language = {en}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JN6U2UTI 2292090:MRD8BWXA}, keywords = {\_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {7}, } @article{tedre_teaching_2021, title = {Teaching machine learning in {K}–12 classroom: {Pedagogical} and technological trajectories for artificial intelligence education}, volume = {9}, shorttitle = {Teaching machine learning in {K}–12 classroom}, url = {https://ieeexplore.ieee.org/abstract/document/9490241/}, doi = {10.1109/ACCESS.2021.3097962}, urldate = {2024-02-24}, journal = {IEEE access}, author = {Tedre, Matti and Toivonen, Tapani and Kahila, Juho and Vartiainen, Henriikka and Valtonen, Teemu and Jormanainen, Ilkka and Pears, Arnold}, year = {2021}, note = {Publisher: IEEE}, pages = {110558--110572}, } @book{watters_teaching_2021, address = {Cambridge, Massachusetts}, title = {Teaching {Machines}: {The} {History} of {Personalized} {Learning}}, isbn = {978-0-262-04569-8}, shorttitle = {Teaching {Machines}}, language = {Inglés}, author = {Watters, Audrey}, year = {2021}, } @article{horn_teaching_2010, title = {Teaching {Replays}, {Teaching} {Rehearsals} and {Re}-{Visions} of practice: {Learning} from colleagues in a mathematics teacher community}, url = {http://www.tcrecord.org/Content.asp?ContentId=15820}, doi = {10.1177/016146811011200109}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Horn, I}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016146811011200109 2486141:8EKJZ3K9}, } @article{sahin_teaching_2009, title = {Teaching {Science} to {Visually} {Impaired} {Students}: {A} {Small}-{Scale} {Qualitative} {Study}.}, volume = {6}, shorttitle = {Teaching {Science} to {Visually} {Impaired} {Students}}, url = {https://eric.ed.gov/?id=ED505732}, number = {4}, urldate = {2024-03-27}, journal = {Online Submission}, author = {Sahin, Mehmet and Yorek, Nurettin}, year = {2009}, note = {Publisher: ERIC}, keywords = {⛔ No DOI found}, pages = {19--26}, } @incollection{nind_teaching_2020, address = {Wiesbaden}, title = {Teaching {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Systematic {Reviews} in {Educational} {Research}}, url = {https://doi.org/10.1007/978-3-658-27602-7_4}, abstract = {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.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Nind, Melanie}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_4 2129771:IKZS24WN}, pages = {55--68}, } @inproceedings{van_brummelen_teaching_2021, title = {Teaching tech to talk: {K}-12 conversational artificial intelligence literacy curriculum and development tools}, volume = {35}, shorttitle = {Teaching tech to talk}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/17844}, urldate = {2024-02-24}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Van Brummelen, Jessica and Heng, Tommy and Tabunshchyk, Viktoriya}, year = {2021}, note = {Issue: 17}, keywords = {⛔ No DOI found}, pages = {15655--15663}, } @article{weinstein_teaching_2018, title = {Teaching the science of learning}, volume = {3}, issn = {2365-7464}, doi = {10.1186/s41235-017-0087-y}, abstract = {The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.}, language = {eng}, number = {1}, journal = {Cognitive Research: Principles and Implications}, author = {Weinstein, Yana and Madan, Christopher R. and Sumeracki, Megan A.}, year = {2018}, pmid = {29399621}, pmcid = {PMC5780548}, keywords = {Education, Learning, Memory, Teaching}, pages = {2}, } @article{shriberg_teaching_2007, title = {Teaching well? {Educational} reconstruction efforts and support to teachers in postwar {Liberia}}, journal = {New York: International Rescue Committee}, author = {Shriberg, Janet and Kirk, J. and Winthrop, R.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AAWVIUNW}, keywords = {⛔ No DOI found}, } @article{musarurwa_teaching_2011, title = {Teaching with and {Learning} through {ICTs} in {Zimbabwe}'s {Teacher} {Education} {Colleges}.}, url = {https://eric.ed.gov/?id=ED529913}, abstract = {The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.}, language = {en}, journal = {US-China Education Review}, author = {Musarurwa, C}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SUIBMCP9 2317526:CRPHCLQS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:learning, F:teaching, P:measurement, P:teacher education, P:teacher training, Q:ICT, Q:ODEL, Q:open learning, T:TVET, meta, publicImportV1, ⛔ No DOI found}, } @article{de_hoyos_teaching_2019, title = {Teaching {With} the {Test}: {Experimental} {Evidence} on {Diagnostic} {Feedback} and {Capacity}-{Building} for {Schools} in {Argentina}.}, url = {https://doi.org/10.1093/wber/lhz026}, journal = {World Bank Economic Review}, author = {{de Hoyos} and Rafael, Alejandro Ganimian and Holland, Peter}, year = {2019}, } @article{akogun_team_2001, title = {Team quality {Management} for {Community} interactive research experiences in {Northeastern} {Nigeria}}, volume = {22}, language = {en}, number = {1 \&2}, journal = {The Nigerian Journal of Parasitology}, author = {Akogun, Oladele B}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QA4B5BQ2 2129771:SLL32TFC 2486141:GAJBVMUH}, keywords = {⛔ No DOI found}, pages = {17--22}, } @misc{crawfurd_tech_2021, title = {Tech plus teachers: {Did} one-on-one phone tutorials help kids learn better during school closures in {Sierra} {Leone}?}, url = {https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school}, author = {Crawfurd, L and Evans, D and Guiterrez Bernal, M and Hares, S and Sam-Kpakra, R and Sandefur, J and Shojo, M}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S5Z2IZTV 2339240:5Z8RBH2S 2405685:TF3CV7CH}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_technical_nodate, title = {Technical and {Financial} {Report} for the {Award} of {Contract} for the {Construction} of 300 capacity {Lecture} {Theatre} for the {Faculty} of {Natural} {Sciences}}, language = {en}, publisher = {Sule Lamido University, Kafin-Hausa}, note = {Place: Jigawa State}, } @misc{noauthor_technical_nodate, title = {Technical and {Financial} {Report} from the 1st {Meeting} of the {Procurement} {Planning} {Committee} ({PPC}) to the 98th {Meeting} of the {University} {Tenders} {Board}}, language = {en}, } @article{mahalingam_technical_2019, title = {Technical and implementation issues in reading literacy interactive games}, volume = {8}, issn = {22498958 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073729326&doi=10.35940%2fijeat.E1161.0585C19&partnerID=40&md5=35519bf0ca1b4d06f478fe605c98f18f}, doi = {10.35940/ijeat.E1161.0585C19}, abstract = {The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process. © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved.}, language = {English}, number = {5}, journal = {International Journal of Engineering and Advanced Technology}, author = {Mahalingam, G.R. and Samah, N.A. and Rahman, K.A.A. and Ali, D.F. and Abdullah, A.H. and Ashari, Z.M. and Jumaat, N.F. and Harikrishnan, H.}, year = {2019}, note = {Publisher: Blue Eyes Intelligence Engineering and Sciences Publication KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1161.0585C19 2129771:FX263YSW 2339240:7Z9GPFTR 2486141:2QP6JE66}, keywords = {Interactive games, Reading literacy, Slow learners, \_AcademicRecoveryOECS, edtech, remedial}, pages = {1154--1158}, } @misc{noauthor_technical_2013, title = {Technical and {Vocational} {Education} and {Training} {Act}}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf}, urldate = {2020-08-04}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G8NLJMSZ}, } @techreport{noauthor_technical_2013, title = {Technical and {Vocational} {Education} and {Training} {Act} n°29}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3J7INUWS}, } @misc{noauthor_technical_nodate, title = {Technical and {Vocational} {Education} and {Training} {Authority}}, url = {http://www.tvetauthority.go.ke/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8KRX4ZSQ}, } @misc{government_of_kenya_technical_nodate, title = {Technical and {Vocational} {Education} and {Training} {Authority}}, url = {https://www.tveta.go.ke/}, urldate = {2020-05-27}, author = {Government of Kenya}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HP77ZEE5 2317526:PFTEAU9H}, } @techreport{krishnan_technical_2013, type = {Working {Paper}}, title = {Technical and vocational {Education} and {Training} in {Ethiopia}}, url = {http://prime-ethiopia.org/wp-content/uploads/2015/03/TVET1.pdf}, abstract = {This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.}, language = {en}, author = {Krishnan, P and Shaorshadze, I}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6BTP2ZMG 2129771:VSPWZKH6 2317526:IKLU5I39 2317526:V6KZKE23}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @inproceedings{kigwilu_changilwa_technical_2019, title = {Technical and vocational education and training in sub-{Saharan} {Africa}: a comprehensive review of the current state of the research ({AfriTVET})}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, doi = {10.5281/zenodo.3976864}, abstract = {Research funded by Federal Ministry for Research and Education, Germany}, author = {Kigwilu Changilwa, Peter and Haßler, Björn and Marsden, Melissa and Watson, Joseph and Schaffer, Jens and Kagambega, Asseta and Iseje, Fatuma and Maseko, Vusi and Orji, Chibueze Tobias and Deodonne, Kunwufine and Amina, Idris and Ewnetu, Tamene and Ezekoye, Benadeth}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976864 2129771:JCQQCLAY}, keywords = {Author:Haßler, Author:OpenDevEd}, } @inproceedings{hasler_technical_2019, title = {Technical and vocational education and training in sub-{Saharan} {Africa}: a comprehensive review of the current state of the research ({VETNET} @ {ECER})}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, shorttitle = {Technical and vocational education and training in sub-{Saharan} {Africa}}, url = {https://zenodo.org/record/3385078#.XgqCpcb7Qeo}, doi = {10.5281/zenodo.3385078}, abstract = {Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019}, urldate = {2019-12-30}, author = {Haßler, Björn and Marsden, Melissa and Iseje, Fatuma and Deodonne, Kunwufine and Changilwa, Peter and Maseko, Vusi}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3385078 2129771:3V5L7IWH}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:j}, } @book{hasler_technical_2020, address = {Bonn, Germany}, edition = {1}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative Commons Attribution (CC BY 4.0)}, url = {https://docs.opendeved.net/lib/ZEDIHF57}, abstract = {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.}, language = {English}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4288831}, note = {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}, } @book{hasler_technical_2020, address = {London, UK}, edition = {2}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape} (updated version)}, copyright = {Creative Commons Attribution (CC BY 4.0)}, url = {https://docs.opendeved.net/lib/EHKG4JUL}, abstract = {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.}, language = {English}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3970783}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3970783 2129771:EHKG4JUL}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, Reviewed}, } @misc{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape} [{ZIP} {Archive}]}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/E79M555M}, abstract = {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}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, collaborator = {Haßler, Björn and McKee, Jamie}, year = {2020}, doi = {10.5281/zenodo.4343614}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4343614 2129771:E79M555M}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:ac}, } @article{lolwana_technical_2017, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: the missing middle in post-school education}, abstract = {The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.}, language = {en}, author = {Lolwana, Peliwe}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3RGQD5ZH 2317526:Q9Z74URP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {14}, } @article{ibrahim_technical_2019, series = {Journal {Article}}, title = {Technical and vocational education and training in {Uganda}: {A} critical analysis}, doi = {10.1111/dpr.12407}, abstract = {This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.}, journal = {Development Policy Review}, author = {Ibrahim, Mike Okumu and School of Economics, Kampala, Uganda, Makerere University and Bbaale, Edward}, editor = {Ibrahim, Makerere University, Kampala, Uganda, Mike Okumu; School of Economics}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/dpr.12407 2129771:IGW4KKWY 2129771:NIA9JH4T 2129771:VISLPVRI 2129771:VV6NM5JC}, } @techreport{hartl_technical_2009, type = {Paper presented at the {FAO}-{IFAD}-{ILO} {Workshop} on {Gaps}, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty}, title = {Technical and vocational education and training ({TVET}) and skills development for poverty reduction – do rural women benefit?}, url = {http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf}, abstract = {This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.}, language = {en}, institution = {International Fund for Agricultural Development, Italy}, author = {Hartl, Maria}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7G6G9RSM 2317526:NYMGZ267}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Senegal, C:Seychelles, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:gender, F:policy, F:women, Q:primary education, T:Ausbildung, T:TVET, T:trainee, \_C:Ghana GHA, gender, publicImportV1}, } @article{tripney_technical_2013, title = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries: a systematic review and meta-analysis}, volume = {5}, issn = {1877-6345}, shorttitle = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries}, url = {http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3}, doi = {10.1186/1877-6345-5-3}, abstract = {The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.}, language = {en}, number = {1}, urldate = {2018-08-01}, journal = {Empirical Research in Vocational Education and Training}, author = {Tripney, Janice S and Hombrados, Jorge G}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed}, keywords = {-AB-Review, -AB-Review-SSA, -RQAsummary, -codedOrSummarised, -review, C:Kenya, CLL:en, FF1.1/3, FF2.2, FF2.7.a, keyReview en, onLongList, retain\_obsolete, revofrevSummarisedSeptember2018, summarised}, pages = {3}, } @article{okoye_technical_2013, title = {Technical and vocational education and training ({TVET}) in {Nigeria} and energy development, marketing and national transformation}, volume = {4}, abstract = {Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.}, language = {en}, number = {4}, journal = {Journal of Education and Practice}, author = {Okoye, KRE and Chijioke, Okwelle P.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JVP62MTJ 2317526:PAEALDAN}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:attitude, P:electro, P:technology, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{government_of_ghana_technical_nodate, title = {Technical and {Vocational} {Education} {Division} - {Ghana} {Education} {Service}}, url = {https://ges.gov.gh/2019/07/15/technical-and-vocational-education-division/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7CJ4UMXS 2317526:3IM5JDI5 2317526:RP8EFV54}, } @article{che_technical_2007, title = {Technical and {Vocational} {Education} in {Cameroon} and {Critical} {Avenues} for {Development}}, doi = {10.2304/rcie.2007.2.4.333}, abstract = {Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.}, language = {en}, journal = {Research in Comparative and International Education}, author = {Che, S. Megan}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.4.333 10/fhg7ds 2129771:RTRHDLV2 2317526:4UEBKKQ7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing nation, F:access, F:attitude, F:curriculum, P:economy, P:teachers, R:qualitative, T:TVET, Z:Critical Theory, Z:Curriculum Development, Z:Developing Nations, Z:Economic Development, Z:Economic Progress, Z:Foreign Countries, Z:Job Skills, Z:Labor Force Development, Z:Labor Market, Z:Mathematics Teachers, Z:Secondary School Mathematics, Z:Secondary School Teachers, Z:Teacher Attitudes, Z:Technical Education, Z:Unemployment, Z:Vocational Education, publicImportV1}, } @techreport{world_bank_technical_nodate, title = {Technical {Guidance} {Note}: {Monitoring} and {Evaluation} for in-{Service} {Teacher} {Professional} {Development} {Programs} ({COACH})}, url = {https://documents1.worldbank.org/curated/en/552161639775545406/pdf/Technical-Guidance-Note.pdf}, urldate = {2022-12-18}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K52ICW2L 2129771:PRCDVMEK}, } @misc{noauthor_technical_nodate, title = {Technical {Report} on the {Site} {Inspection} of 84-units of three bedrooms of the {Ministerial} {Pilot} {Housing} {Scheme} funded by {Federal} {Mortgage} {Bank} of {Nigeria} at {Western} bye-pass}, language = {en}, note = {Place: Kano, Kano State}, } @article{adogpa_technical-vocational_2015, title = {Technical-{Vocational} {Education} and {Language} {Policy} in {Ghana}}, abstract = {Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.}, language = {en}, journal = {International Journal of Educational Administration and Policy Studies}, author = {Adogpa, James Nsoh}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ECSAWI9J 2317526:3WGC7F2Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:measurement, P:media, P:technology, Policy analysis, T:TVET, Z:African Languages, Z:Change Strategies, Z:Educational Change, Z:Educational Needs, Z:Educational Policy, Z:Foreign Countries, Z:Job Skills, Z:Language of Instruction, Z:Vocational Education, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{okoye_technical_2014, title = {Technical {Vocational} {Education} and {Training} ({TVET}) as intervention mechanism for global competitiveness: perspectives from {Nigeria}}, abstract = {At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.}, language = {en}, journal = {Developing Country Studies}, author = {Okoye, KRE and Okwelle, PC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:75FTDNBM 2317526:XM7BTMXF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, P:mechanic, P:service industry, P:social, Q:open learning, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @techreport{iyengar_technical_2014, title = {Technical {Vocational} {Education} {Training} ({TVET}) {Brief}}, abstract = {As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.}, language = {en}, author = {Iyengar, R and Shin, HI and Aliyu, B and Menkiti, A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Guinea, C:Mali, C:Mauritania, C:Nigeria, C:Senegal, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:gender, F:learning, P:economy, Q:distance learning, Q:mobile learning, T:Ausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @book{mucauque_techniklehrerausbildung_2010, title = {Techniklehrerausbildung in {Mosambik}: {Berufsausbildung} in {Mosambik} unter {Berücksichtigung} der technischen {Lehrerausbildung} an der {Pädagogischen} {Universität} {Maputo}}, publisher = {Südwestdeutscher Verlag für Hochschulschriften}, author = {Mucauque, Francisco}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VBTZ29F2 2317526:42AMMUS8}, } @inproceedings{kopciewicz_technologie_2019, title = {Technologie w{\textbackslash}lasne czy szkolne? {Podzia}{\textbackslash}l cyfrowy i jego skutki w kontekście nauczania i uczenia się wzbogaconego technologicznie}, volume = {30}, shorttitle = {Technologie w{\textbackslash}lasne czy szkolne?}, booktitle = {Forum {Oświatowe}}, author = {Kopciewicz, Lucyna and Bougsiaa, Hussein}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RY3KAHCG 2129771:V2F85BB6 2129771:YZSSF22K}, keywords = {\_C:Denmark DNK, \_C:Poland POL, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {199--218}, } @techreport{trucano_technologies_2016, address = {Washington, DC}, type = {Technology \& {Innovation}: {SABER}-{ICT} {Technical} {Paper} {Series}}, title = {Technologies in education across the {Americas}: {The} promise and the peril – and some potential ways forward}, copyright = {CC BY 3.0 IGO}, url = {https://openknowledge.worldbank.org/handle/10986/26259}, abstract = {National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world.}, number = {12}, urldate = {2019-02-14}, institution = {World Bank Education}, author = {Trucano, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BGWJG3GT}, } @book{leung_technologies_2018, title = {Technologies of {Refuge} and {Displacement} {Rethinking} {Digital} {Divides}}, isbn = {1-4985-0002-1}, publisher = {Lexington Books}, author = {Leung, Linda}, year = {2018}, } @incollection{selwyn_technology_2015, address = {Basingstoke and St. Martins, New York}, title = {Technology and education – {Why} it's crucial to be critical}, url = {https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical}, booktitle = {Critical {Perspectives} on {Technology} and {Education}}, publisher = {Palgrave Macmillan}, author = {Selwyn, Neil}, editor = {Bulfin, S. and Johnson, N.F. and Rowan, L.}, year = {2015}, note = {EdTechHub.Source: 2405685:N27GWJBG KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:N27GWJBG 503888:6QUSVQKS}, pages = {245--255}, } @incollection{wegerif_technology_2023, title = {Technology and {Expanding} {Dialogic} {Space}}, isbn = {978-1-00-319849-9}, abstract = {This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 25}, } @incollection{wegerif_technology_2023, title = {Technology and {Expanding} {Dialogic} {Time}}, isbn = {978-1-00-319849-9}, abstract = {This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 19}, } @article{hawkins_technology_nodate, title = {Technology and {Innovation} in {Education} at the {World} {Bank}}, url = {https://www.worldbank.org/en/topic/edutech/publication/reimagining-human-connections-technology-and-innovation-in-education-at-world-bank}, language = {en}, author = {Hawkins, Robert and Trucano, Michael and Cobo, Cristóbal and Twinomugisha, Alex and Ciarrusta, Iñaki Sánchez}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:PWVH6K6D}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{garcia_technology_2019, title = {Technology and {Language} {Learning}: {Assessing} the {Influence} of {Prior} {iPad} {Experience}}, shorttitle = {Technology and {Language} {Learning}}, author = {Garcia, Jazmynn}, year = {2019}, note = {Publisher: The University of Arizona. KerkoCite.ItemAlsoKnownAs: 2129771:YBK96IVF}, keywords = {\_C:Australia AUS, \_C:Denmark DNK, \_C:Korea, Republic KOR, \_C:Poland POL, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{outhwaite_technology_2023, address = {Paris, France}, type = {Report}, title = {Technology and {Learning} for {Early} {Childhood} and {Primary} {Education}}, copyright = {open}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386108.locale=en}, abstract = {Educational software and apps offer a potential solution for the global learning crisis in maths and literacy. When designed, implemented, and integrated effectively, these programmes can offer accessible and personalised learning experiences for young children at school and at home. This paper synthesises current evidence evaluating the use of educational software and apps with young children aged 0-8 years in early childhood and primary education, including those from disadvantaged and marginalised groups across a range of low-, middle- and high-income countries. Based on this evidence synthesis, recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal outcomes for all children are discussed, including potential avenues for effective pedagogy, implementation, and integration.}, language = {eng}, urldate = {2023-10-26}, institution = {UNESCO}, author = {Outhwaite, Laura and Ang, Lynn and Herbert, Elisabeth and Sumner, Emma and Van Herwegen, Jo}, year = {2023}, note = {Num Pages: 32 Publication Title: UNESCO Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2486141:D6EZSLE9}, } @techreport{vijil_technology_2022, type = {Working {Paper}}, title = {Technology and {School} {Mapping}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IJ2GD927}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Godwin, Katie and Mackintosh, Alasdair and Ramirez, Ana and Mcburnie, Chris and Haßler, Björn}, month = dec, year = {2022}, doi = {10.54676/EJZH8821}, note = {ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927}, keywords = {\_r:AddedByZotZen}, } @book{warschauer_technology_2003, address = {Cambridge, Mass. ; London}, title = {Technology and social inclusion: rethinking the digital divide}, isbn = {978-0-262-23224-1}, shorttitle = {Technology and social inclusion}, publisher = {MIT Press}, author = {Warschauer, Mark}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ZCYAGDNF}, keywords = {Digital divide, Final\_citation, Marginality, Social, cited, existing}, } @book{warschauer_technology_2003, address = {Cambridge, Mass. ; London}, title = {Technology and social inclusion: rethinking the digital divide}, isbn = {978-0-262-23224-1}, shorttitle = {Technology and social inclusion}, publisher = {MIT Press}, author = {Warschauer, Mark}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6TZFLTX2}, keywords = {Digital divide, Marginality, Social}, } @techreport{ibn_junaid_technology_2016, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, urldate = {2020-07-15}, author = {Ibn Junaid, Muhammad and Ogange, Betty and Allela, Melissa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AGCBZMKU 2486141:W9Y7PDI3}, } @techreport{ibn_junaid_technology_2019, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, urldate = {2020-07-15}, author = {Ibn Junaid, Muhammad and Ogange, Betty and Allela, Melissa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BW8HGMRS 2486141:W9Y7PDI3 2601447:6FA6BKHG 4556019:7UK4KLTQ}, } @techreport{junaid_technology_2016, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, author = {Junaid, Muhammad Ibn and Ogange, Betty and Allela, Melissa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L2BBB93U 2486141:8D9UU88M}, } @article{nussbaum_technology_2009, title = {Technology as small group face-to-face collaborative scaffolding}, volume = {52}, shorttitle = {Technology as small group face-to-face collaborative scaffolding}, doi = {10.1016/j.compedu.2008.07.005}, number = {1}, journal = {Computers and Education}, author = {Nussbaum, M. and Alvarez, C. and McFarlane, A. and Gomez, F. and Claro, S. and Radovic, D.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.07.005 10/cwj5bz 2129771:4KGBC2US 261495:9EJCSDU9}, pages = {147--153}, } @article{kuba_technology_2021, title = {Technology {Enabled} {Delivery} of {Medical} {Programmes} through {ODL} : {A} {Case} of {Training} {Medical} {Doctors} in {Geriatric} {Medicine}}, volume = {8}, copyright = {Copyright (c) 2021 ruchika kuba}, issn = {2311-1550}, shorttitle = {Technology {Enabled} {Delivery} of {Medical} {Programmes} through {ODL}}, url = {https://jl4d.org/index.php/ejl4d/article/view/485}, abstract = {COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92\%) and lack of communication from the university (32\%) as well as training centres (42\%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90\% were willing to attend online classes and 65\% to 77\% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85\% of students. Most students attended the online classes and 68\% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90\% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kuba, Ruchika}, month = jul, year = {2021}, note = {Number: 2}, keywords = {formative assessments, geriatric medicine, online classes, open and distance learning, ⛔ No DOI found}, pages = {298--311}, } @article{panda_technology-enabled_2021, title = {Technology-{Enabled} {Learning}: {OER}, {MOOCs}, and other {TEL} {Designs}}, volume = {8}, copyright = {Copyright (c) 2021 Santosh Panda}, issn = {2311-1550}, shorttitle = {Technology-{Enabled} {Learning}}, url = {https://jl4d.org/index.php/ejl4d/article/view/505}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Panda, Santosh}, month = mar, year = {2021}, note = {Number: 1}, keywords = {MOOC, OER, TEL, ⛔ No DOI found}, pages = {1--9}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:India IND, \_C:Italy ITA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{world_bank_technology_nodate, type = {Text/{HTML}}, title = {Technology for {Teaching}}, url = {https://www.worldbank.org/en/topic/teachers/brief/technology-for-teaching}, abstract = {Technology for Teaching}, language = {en}, urldate = {2022-01-18}, journal = {World Bank}, author = {{World Bank}}, } @techreport{burns_technology_2021, title = {Technology in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi}, abstract = {This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approachtechnology. The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.}, author = {Burns, Mary}, year = {2021}, } @misc{open_development__education_technology_nodate, title = {Technology in {Education} for {Disadvantaged} {Children}}, url = {https://tech.eved.io/lib/}, author = {{Open Development \& Education}}, } @techreport{hennessy_technology_2020, address = {London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, copyright = {Creative Commons Attribution 4.0 International}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Eberhardt, Molly Jamieson and Sabates, Ricardo}, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {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}, } @article{terashima_technology_2019, title = {Technology {Integration} {Changes} over {Three} {Years}: {Teacher} {Technology} {Acceptance} in a {One}-to-{One} {Tablet} {PC} {Integration} {Across} {Cities}}, volume = {13}, shorttitle = {Technology {Integration} {Changes} over {Three} {Years}}, number = {1}, journal = {International Journal}, author = {Terashima, Kosuke and Nakagawa, Hitoshi and Kobayashi, Yuki and Murai, Masuo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STD8JYJA}, keywords = {\_C:Japan JPN, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {17--26}, } @techreport{major_technology-supported_2020, title = {Technology-supported personalised learning: {Rapid} {Evidence} {Review}}, shorttitle = {Technology-supported personalised learning}, url = {https://zenodo.org/record/3948175}, abstract = {This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.}, urldate = {2020-07-25}, institution = {Zenodo}, author = {Major, Louis and Francis, Gill A.}, month = jul, year = {2020}, doi = {10.5281/zenodo.3948175}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3948175 2129771:CDP52EH6 2129771:SI326F6A 2129771:WP7GIA44 2405685:A2II5ZV7}, keywords = {\_genre:LR-literature\_review}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-{Supported} {Professional} {Development} for {Teachers}: {Lessons} from {Developing} {Countries}.}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:3ME55RD5 2129771:AFSMJQ39 2129771:EMRI49IG 2129771:FBX8S8GL 2129771:P7FKHCWL 2339240:CNU2GKRL 2405685:FXXS4882}, keywords = {C:Low- and middle-income countries, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{khalayleh_technology-supported_2021, title = {Technology-supported {Teacher} {Learning} {Circles}: {Engagement} and {Barriers}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/T9WGI7FH}, number = {4}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4982237}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4982237 2129771:T9WGI7FH}, keywords = {Author:OpenDevEd}, } @techreport{usaid_technology_2010, title = {Technology {Tools} for {Teaching} and {Training} {Results}}, url = {http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf}, urldate = {2020-08-12}, author = {{USAID}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QC7AD7DJ 2339240:Q7SYHPXZ 2405685:38SBFY8Y}, } @article{bray_technology_2017, title = {Technology usage in mathematics education research – {A} systematic review of recent trends}, volume = {114}, issn = {03601315}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131517301677}, doi = {10.1016/j.compedu.2017.07.004}, language = {en}, urldate = {2020-04-28}, journal = {Computers \& Education}, author = {Bray, Aibhín and Tangney, Brendan}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.07.004 2129771:22Z4WYS6}, pages = {255--273}, } @article{hennessy_technology_2022, title = {Technology use for teacher education and professional development: {Insights} from a systematic review [preprint]}, shorttitle = {Technology use for teacher education and professional development}, url = {https://eprints.soton.ac.uk/471081/1/D_Angelo_et_al._2022_Technology_Use_for_Teacher_Professional_Developmen.pdf}, urldate = {2023-11-08}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, keywords = {⛔ No DOI found}, } @article{hennessy_technology_2022, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {A} systematic review}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:LPFYJHUF 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4804264:4QCM8LRH}, keywords = {Disability, Final\_citation, Read, Referenced, Teacher education and training, What works evidence, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, cited, existing}, } @article{hennessy_technology_2022, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {A} systematic review}, volume = {3}, copyright = {Creative Commons}, issn = {2666-5573}, shorttitle = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en}, urldate = {2023-01-06}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2129771:AQSTZII8 2129771:RT5YCTNI 2129771:XLTBLBZA 2339240:5GVQGQC4 2405685:E5J2KHF2 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:DZ4AXQJ2 4426965:RRTYWK3S}, keywords = {ICT, Teacher professional development, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, \_genre:LR-literature\_review, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology}, pages = {100080}, } @techreport{dangelo_technology_2022, type = {Policy {Brief}}, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {Recommendations} for policy from a systematic review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7S9CUP77}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {D'Angelo, Sophia and Hennessy, Sara and Kreimeia, Adam and Koomar, Saalim and Cao, Lydia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0080}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2129771:XD6NI2CX 2405685:7S9CUP77}, keywords = {\_r:AddedByZotZen}, } @book{gem_report_unesco_technology_2023, title = {Technology use in teacher preparation and professional development in low-and middle-income countries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386082.locale=en}, urldate = {2023-10-22}, publisher = {GEM Report UNESCO}, author = {{GEM Report UNESCO}}, month = jan, year = {2023}, doi = {10.54676/NJZV8067}, } @techreport{hennessy_technology_2023, title = {Technology use in teacher preparation and professional development in low- and middle-income countries}, institution = {Global Education Monitoring Report}, author = {Hennessy, Sara and D'Angelo, Sophia and Koomar, Saalim and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GC4PFLTW}, keywords = {Final\_citation, cited, existing}, } @techreport{hennessy_technology_2022, type = {Evidence review}, title = {Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 {GEM} {Report} – {Evidence} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8SKNCIXH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, S. and D'Angelo, Sophia and Koomar, Saalim and Kreimeia, Adam and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH}, keywords = {\_r:AddedByZotZen}, } @article{amarante_teenage_2013, title = {Teenage {School} {Attendance} and {Cash} {Transfers}: {An} {Impact} {Evaluation} of {PANES}}, volume = {14}, journal = {Economía}, author = {Amarante, Verónica and Ferrando, Mery and Vigorito, Andrea}, year = {2013}, keywords = {⛔ No DOI found}, pages = {61--96}, } @techreport{martinelli_telehealth_2020, address = {New York, NY}, title = {Telehealth in an {Increasingly} {Virtual} {World}}, url = {https://27c2s3mdcxk2qzutg1z8oa91-wpengine.netdna-ssl.com/wp-content/uploads/2020_ChildrensMentalHealthReport-web-Rev.pdf}, urldate = {2021-03-11}, institution = {Child Mind Institute}, author = {Martinelli, Katherine and Cohen, Yakira and Kimball, Harry and Sheldon-Dean, Hannah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2R9N77MY 2486141:4BRTWYB2}, } @article{yang_temperature-dependent_2021, title = {Temperature-dependent ventilation rates might improve perceived air quality in a demand-controlled ventilation strategy}, volume = {205}, doi = {10.1016/j.buildenv.2021.108180}, journal = {Building and Environment}, author = {Yang, Aileen and Holøs, Sverre B. and Resvoll, Marie Opsahl and Mysen, Mads and Fjellheim, Øystein}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108180 2129771:F32ZPKJT 4682641:5Y534ZQZ}, keywords = {BE:RELEVANT}, pages = {108180}, } @article{kanu_tensions_2005, title = {Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in {Pakistan}}, volume = {25}, doi = {10.1016/j.ijedudev.2005.01.002}, number = {5}, journal = {International Journal of Educational Development}, author = {Kanu, Yatta}, year = {2005}, note = {ISBN: 0738-0593 Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.01.002 2129771:X3AA34IC}, pages = {493--513}, } @article{rabin_terminology_2017, title = {Terminology for dissemination and implementation research}, volume = {2}, journal = {Dissemination and implementation research in health: Translating science to practice}, author = {Rabin, Borsika A. and Brownson, Ross C.}, year = {2017}, note = {Publisher: Oxford University Press New York, NY KerkoCite.ItemAlsoKnownAs: 2129771:JRX8NKF6 4869029:RUA3P93B}, keywords = {⛔ No DOI found}, pages = {19--45}, } @techreport{harley_tessa_2012, title = {{TESSA} {Formative} {Evaluation} {Report} {Executive} {Summary}}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf}, urldate = {2020-06-26}, institution = {Teacher education in sub-Saharan Africa}, author = {Harley, Ken and Simiyu Barasa, Fred}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8IUYJICZ 2405685:X4HFGDN9}, keywords = {\_\_C:filed:1}, } @article{gokturk_test_2018, title = {Test of {English} {Language} {Learning} (℡{L})({Pearson}, 2016)}, doi = {10.1080/15434303.2018.1448821}, journal = {Language Assessment Quarterly}, author = {Gokturk, Nazlinur}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1080/15434303.2018.1448821 10/gdm2tv 2129771:8794Z7HW 2129771:QYLBCMMH}, keywords = {\_\_C:filed:1}, pages = {1--8}, } @misc{noauthor_testbed_nodate, title = {Testbed {Helsinki} / {EdTech}}, url = {https://testbed.hel.fi/en/edtech/}, abstract = {EdTech company, join us and kick-start your development activities! We enable the development and testing of smart innovations in Helsinki’s primary schools, upper secondary schools, and other learning environments.}, language = {en-GB}, urldate = {2023-02-02}, journal = {Testbed Helsinki}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GSE4WH7R}, } @article{sarin_text_2023, title = {Text classification using deep learning techniques: a bibliometric analysis and future research directions}, shorttitle = {Text classification using deep learning techniques}, url = {https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html}, doi = {10.1108/BIJ-07-2022-0454}, urldate = {2023-11-28}, journal = {Benchmarking: An International Journal}, author = {Sarin, Gaurav and Kumar, Pradeep and Mukund, M.}, year = {2023}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2129771:FUCK8KIM 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL}, keywords = {Bibliometric analysis, Classification, Data mining, Deep learning, Text analytics, \_Added-ailr-2024}, } @article{kobayashi_text_2017, title = {Text mining in organizational research}, volume = {21}, doi = {10.1177/1094428117722619}, language = {en}, number = {3}, journal = {Organizational Research Methods}, author = {Kobayashi, V.B. and Mol, S.T. and Berkers, H.A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428117722619 2129771:8EIDUCLK 2129771:JX9XJEWX 2405685:AXPR9XQR 2486141:MTUNEGNY}, keywords = {\_Added-ailr-2024}, pages = {733--765}, } @article{jenkins_textbook_2020, title = {Textbook {Broke}: {Textbook} {Affordability} as a {Social} {Justice} {Issue}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Textbook {Broke}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.549/}, doi = {10.5334/jime.549}, abstract = {In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Jenkins, J. Jacob and Sánchez, Luis A. and Schraedley, Megan A. K. and Hannans, Jaime and Navick, Nitzan and Young, Jade}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.549 2129771:JX7V3QZJ 2447227:LKFMY3PI}, keywords = {Hispanic Serving Institution, OER, open education resources, redistributive justice, student equity}, pages = {3}, } @article{heyneman_textbooks_1984, title = {Textbooks in the {Philippines}: {Evaluation} of the pedagogical impact of a nationwide investment}, volume = {6}, url = {http://epa.sagepub.com/cgi/doi/10.3102/0162373700600213.}, number = {2}, journal = {Educational Evaluation and Policy Analysis}, author = {Heyneman, S.P. and Jamison, D.T. and Montenegro, X.}, year = {1984}, keywords = {❓ Multiple DOI}, pages = {139--150}, } @misc{noauthor_tfc_nodate, title = {{TFC}: {Risks} associated with the reopening of education settings in {September}, 8 {July} 2020}, shorttitle = {{TFC}}, url = {https://www.gov.uk/government/publications/tfc-risks-associated-with-the-reopening-of-education-settings-in-september-8-july-2020}, abstract = {Paper prepared by Children’s Task and Finish Group (TFC) and Government Office for Science (GOS).}, language = {en}, urldate = {2020-07-29}, journal = {GOV.UK}, note = {Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:XTVUJWXB}, } @misc{unicef_12_2022, title = {The 12 {Transferable} {Skills} from {UNICEF}’s {Conceptual} and {Programmatic} {Framework}}, url = {https://www.unicef.org/lac/media/31591/file/The%2012%20Transferable%20Skills.pdf}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X9XHJ863 2486141:IK64WM3A}, } @misc{adkins_2019_2020, title = {The 2019 {Global} {Learning} {Technology} {Investment} {Patterns}: {Another} {Record} {Shattering} {Year}}, url = {https://users.neo.registeredsite.com/9/8/1/17460189/assets/Metaari-2019-Global-Learning-Technology-Investment-Patterns.pdf}, language = {en}, author = {Adkins, Sam S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:VS8K3KLP}, keywords = {Final\_citation, anystyle, existing}, } @incollection{de_siqueira_2020_2012, title = {The 2020 {World} {Bank} education strategy: {Nothing} new, or the same old gospel}, shorttitle = {The 2020 {World} {Bank} education strategy}, url = {https://brill.com/downloadpdf/book/9789460919039/BP000006.pdf}, urldate = {2024-02-29}, booktitle = {The {World} {Bank} and {Education}}, publisher = {Brill}, author = {De Siqueira, Angela C.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:RRTK2NTS}, keywords = {Final\_citation}, pages = {67--81}, } @article{ifenthaler_acceptance_2013, title = {The acceptance of {Tablet}-{PCs} in classroom instruction: {The} teachers’ perspectives}, volume = {29}, doi = {10.1016/j.chb.2012.11.004}, number = {3}, journal = {Computers in Human Behavior}, author = {Ifenthaler, Dirk and Schweinbenz, Volker}, year = {2013}, note = {00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B}, pages = {525--534}, } @book{holstein_active_1995, address = {Thousand Oaks, CA, US}, series = {Qualitative research methods, {Vol}. 37.}, title = {The active interview}, volume = {vii}, copyright = {(c) 2012 APA, all rights reserved}, isbn = {0-8039-5894-3 (Hardcover); 0-8039-5895-1 (Paperback)}, abstract = {"The Active Interview" takes a constructionist perspective on the interviewing process and interview products [in ethnographic research]. To Holstein and Gubrium, interviews are social productions. With this orientation, respondents are better seen as narrators or storytellers, and ethnographers are cast as participants in the process. Working together, the interviewer and narrator actively construct a story and its meaning. Interviewing, then, is inherently collaborative and problematic. —PP [This volume] provides a vocabulary that helps us to think about . . . the interactive aspects of interviews.}, publisher = {Sage Publications, Inc}, author = {Holstein, James A. and Gubrium, Jaber F.}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VNS44H8M 503888:UKV23Q69}, keywords = {*Ethnography, *Interviewing, *Methodology, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, Constructivism, Interpersonal Interaction}, } @book{knowles_adult_2005, address = {Burlington, MA}, edition = {6th ed}, title = {The adult learner}, publisher = {Elsevier}, author = {Knowles, M.S. and Holton, E.F. and Swanson, R.A.}, year = {2005}, } @misc{hasler_african_2004, title = {The {African} {Institute} for {Mathematical} {Sciences}}, copyright = {All rights reserved}, collaborator = {Haßler, Björn}, year = {2004}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:ZPZNMWTW}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{government_of_sierra_leone_agenda_2013, title = {The {Agenda} for {Prosperity}: {Road} to {Middle} {Income} {Status}}, url = {http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf}, language = {en}, author = {Government of Sierra Leone}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8MVPQD5Y 2339240:FHMH4G7H 2405685:7DIVY6PP}, keywords = {⛔ No DOI found}, pages = {216}, } @article{leone_agenda_nodate, title = {The {Agenda} for {Prosperity} - {Road} to {Middle} {Income} {Status}}, language = {en}, author = {Leone, Sierra}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:344GWMQT}, keywords = {⛔ No DOI found}, } @article{cowls_ai_2023, title = {The {AI} gambit: leveraging artificial intelligence to combat climate change—opportunities, challenges, and recommendations}, volume = {38}, issn = {0951-5666, 1435-5655}, shorttitle = {The {AI} gambit}, url = {https://link.springer.com/10.1007/s00146-021-01294-x}, doi = {10.1007/s00146-021-01294-x}, abstract = {Abstract In this article, we analyse the role that artificial intelligence (AI) could play, and is playing, to combat global climate change. We identify two crucial opportunities that AI offers in this domain: it can help improve and expand current understanding of climate change, and it can contribute to combatting the climate crisis effectively. However, the development of AI also raises two sets of problems when considering climate change: the possible exacerbation of social and ethical challenges already associated with AI, and the contribution to climate change of the greenhouse gases emitted by training data and computation-intensive AI systems. We assess the carbon footprint of AI research, and the factors that influence AI’s greenhouse gas (GHG) emissions in this domain. We find that the carbon footprint of AI research may be significant and highlight the need for more evidence concerning the trade-off between the GHG emissions generated by AI research and the energy and resource efficiency gains that AI can offer. In light of our analysis, we argue that leveraging the opportunities offered by AI for global climate change whilst limiting its risks is a gambit which requires responsive, evidence-based, and effective governance to become a winning strategy. We conclude by identifying the European Union as being especially well-placed to play a leading role in this policy response and provide 13 recommendations that are designed to identify and harness the opportunities of AI for combatting climate change, while reducing its impact on the environment.}, language = {en}, number = {1}, urldate = {2024-02-24}, journal = {AI \& SOCIETY}, author = {Cowls, Josh and Tsamados, Andreas and Taddeo, Mariarosaria and Floridi, Luciano}, month = feb, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3LJPF7FY 2129771:6KRCTV6P}, pages = {283--307}, } @article{han_analysis_2020, title = {The {Analysis} of {Elementary} {School} {Teachers}' {Perception} of {Using} {Artificial} {Intelligence} in {Education}}, volume = {18}, url = {https://koreascience.kr/article/JAKO202021741260901.page}, doi = {10.14400/JDC.2015.13.7.47}, number = {7}, urldate = {2024-02-24}, journal = {Journal of Digital Convergence}, author = {Han, Hyeong-Jong and Kim, Keun-Jae and Kwon, Hye-Seong}, year = {2020}, note = {Publisher: The Society of Digital Policy and Management}, pages = {47--56}, } @inproceedings{muller_application_2022, title = {The application of artificial intelligence on different types of literature reviews-{A} comparative study}, url = {https://ieeexplore.ieee.org/abstract/document/9801564/}, doi = {10.1109/ICAPAI55158.2022.9801564}, urldate = {2024-03-12}, booktitle = {2022 international conference on applied artificial intelligence ({ICAPAI})}, publisher = {IEEE}, author = {Müller, Henry and Pachnanda, Simran and Pahl, Felix and Rosenqvist, Christopher}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:7LZBFT9U}, pages = {1--7}, } @article{abbot_application_2017, title = {The application of machine learning for evaluating anthropogenic versus natural climate change}, volume = {14}, url = {https://www.sciencedirect.com/science/article/pii/S2214242817300426}, doi = {10.1016/j.grj.2017.08.001}, urldate = {2024-02-24}, journal = {GeoResJ}, author = {Abbot, John and Marohasy, Jennifer}, year = {2017}, note = {Publisher: Elsevier}, pages = {36--46}, } @book{duboue_art_2020, address = {Cambridge, UK}, title = {The {Art} of {Feature} {Engineering}: {Essentials} for {Machine} {Learning}}, language = {en}, publisher = {Cambridge University Press}, author = {Duboue, P. and Eisenstein, J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ECJ9H9D2 2486141:FEG24T3K}, } @book{paracka_athens_2006, title = {The {Athens} of {West} {Africa}: {A} {History} of {International} {Education} at {Fourah} {Bay} {College}, {Freetown}, {Sierra} {Leone}}, url = {https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630}, abstract = {This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).}, author = {Paracka, Daniel J.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LL63YKLE 2339240:993UCWCL 2405685:3CTGQYRP}, keywords = {\_C:Sierra Leone SLE}, } @article{johnson_automation_2019, title = {The {Automation} of {Management} and {Business} {Science}}, volume = {35}, doi = {10.5465/amp.2017.0159}, language = {en}, number = {2}, journal = {Academy of Management Perspectives}, author = {Johnson, C.D. and Bauer, BC and Niederman, F.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2129771:6GZ8PCH2 2129771:TN7JWWK9 2405685:ITCCF5GH 2486141:RS9IM5JJ}, keywords = {\_Added-ailr-2024}, pages = {292--309}, } @article{king_automation_2009, title = {The automation of science}, volume = {324}, doi = {10.1126/science.1165620}, language = {en}, number = {5923}, journal = {Science}, author = {King, R.D. and Rowland, J. and Oliver, S.G.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2129771:FCJTXY7U 2129771:WUWARRUU 2405685:2H439GC6 2486141:QY3VWCSF}, keywords = {\_Added-ailr-2024}, pages = {85--89}, } @article{hashim_availability_2017, title = {The {Availability} of {Electronic} {Courses} {Using} {ICT} {Infrastructure} in {Teaching} and {Learning} among {Teachers} in {Nigeria}'s {TVET} {Institutions}.}, abstract = {Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.}, language = {en}, author = {Hashim, MHM and Abubakar, B}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, P:electro, P:teachers, Q:ICT, Q:educational technology, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{montrieux_best_2017, title = {‘{The} best app is the teacher’{Introducing} classroom scripts in technology-enhanced education}, volume = {33}, doi = {10.1111/jcal.12177}, number = {3}, journal = {Journal of Computer Assisted Learning}, author = {Montrieux, Hannelore and Raes, Annelies and Schellens, Tammy}, year = {2017}, note = {00003 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12177 10/f98p79 2129771:JFD4BDVA 2129771:NL99RDLM}, keywords = {\_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Greece GRC, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {267--281}, } @book{johnson_body_1987, address = {Chicago, IL, US}, series = {The body in the mind: {The} bodily basis of meaning, imagination, and reason}, title = {The body in the mind: {The} bodily basis of meaning, imagination, and reason}, isbn = {978-0-226-40317-5}, shorttitle = {The body in the mind}, abstract = {"The Body in the Mind" explores the ways that meaning, understanding, and rationality arise from and are conditioned by the patterns of our bodily experience. In emphasizing the role of the body, Mark Johnson offers a corrective to dominant theories of meaning in Western philosophy, which have maintained a strictly abstract, propositional account of meaning detached from persons or experience. Expanding on his work with George Llakoff in the pathbreaking book "Metaphors We Live By," Johnson presents here an extended philosophical account, exposing the inadequacies of the objectivist philosophical tradition in its rigid separation of mind from body, cognition from emotion, and reason from imagination. He develops a constructive theory of the ways in which imagination links cognitive and bodily structures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {University of Chicago Press}, author = {Johnson, Mark}, year = {1987}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M9VYBAD7}, keywords = {Body Image, Cognitive Processes, Imagination, Meaning, Reasoning, Theory Formulation}, } @article{choudary_building_2022, title = {The building block thesis}, language = {en}, author = {Choudary, Sangeet Paul and Maruwada, Shankar}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:QIAJKXGS}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{bett_cascade_2016, title = {The cascade model of teachers’ continuing professional development in {Kenya}: {A} time for change?}, volume = {3}, issn = {2331-186X}, shorttitle = {The cascade model of teachers’ continuing professional development in {Kenya}}, url = {https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439}, doi = {10.1080/2331186x.2016.1139439}, abstract = {Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.}, language = {En}, number = {1}, urldate = {2017-12-29}, journal = {Cogent Education}, author = {Bett, Harry Kipkemoi}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/2331186x.2016.1139439 10/gfw2mk 2129771:FCRTRLM8 261495:HKLWHCSJ}, pages = {1139439}, } @article{indabawa_case_2000, title = {The {Case} of {Non}-formal {Education} {Provisions} in {Namibia}}, url = {http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf}, abstract = {There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact.}, language = {en}, author = {Indabawa, SA}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WGLYBLCM 2317526:EAKDLNLQ UTI-315AB96B-C20B-3E81-8B60-CC3942F5FEAE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Namibia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:ministry, P:culture, Q:higher education, Q:open learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{lameu_case_2020, title = {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}, volume = {25}, doi = {10.1007/s10758-019-09411-y}, number = {1}, journal = {Technology, Knowledge and learning}, author = {Lameu, Paula}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09411-y 2129771:I2LJU532}, keywords = {\_\_C:filed:1}, pages = {45--61}, } @article{borkan_catch-up_2015, title = {The {Catch}-up {Education} {Programme} in {Turkey}: {Opportunities} and challenges}, volume = {61}, issn = {0020-8566, 1573-0638}, shorttitle = {The {Catch}-up {Education} {Programme} in {Turkey}}, url = {http://link.springer.com/10.1007/s11159-015-9464-2}, doi = {10.1007/s11159-015-9464-2}, abstract = {Turkish children between the ages of 10–14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children’s right to education. The programme, called ‘‘Catch-up Education Programme’’ (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children’s Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.}, language = {en}, number = {1}, urldate = {2020-07-25}, journal = {International Review of Education}, author = {Börkan, Bengü and Ünlühisarcıklı, Özlem and Caner, H. Ayşe and Sart, Z. Hande}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-015-9464-2 2129771:SFAUSXWC 2129771:SJWZ6KET 2486141:JBGMBSRG 2486141:PG5HBI8V}, keywords = {\_AcademicRecoveryOECS, \_Added to LR, \_T:reviewed, \_\_C:filed:1}, pages = {21--41}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let's {REAP}!}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {A} {Roadmap} for {IGOs}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/QH4R5PWC}, number = {4}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.53832/opendeved.0254}, note = {previousDOI: 10.5281/zenodo.4940119 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0254 2129771:QH4R5PWC}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:r, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let's {REAP}! {Guide}}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {A} {Roadmap} for {Ministries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E5JR8NU9}, number = {2}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.53832/opendeved.0252}, note = {previousDOI: 10.5281/zenodo.4940125 previousDOI: 10.5281/zenodo.5306702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4940125 10.5281/zenodo.5306702 10.53832/opendeved.0252 2129771:E5JR8NU9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_yl:s, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let's {REAP}! {Guide}}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/NXIGDXWV}, number = {1}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.53832/opendeved.0251}, note = {previousDOI: 10.5281/zenodo.5021278 previousDOI: 10.5281/zenodo.5306708 ZenodoArchiveID: 5021278 ZenodoArchiveConcept: 5306707 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5021278 10.5281/zenodo.5306708 10.53832/opendeved.0251 2129771:HE476DQM 2129771:NXIGDXWV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_yl:u, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let {It} {Rip}! {Guide}}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/NXIGDXWV}, number = {4}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.5281/zenodo.5021278}, note = {zotzenLib.CopiedFrom: 2486141:RTQLDNA8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5021278 2129771:HE476DQM 2129771:NXIGDXWV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:u, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let's {REAP}! {Guide}}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {Roadmap} for {Principals}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/K9FG2R6M}, number = {3}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.53832/opendeved.0253}, note = {previousDOI: 10.5281/zenodo.4940121 previousDOI: 10.5281/zenodo.5306709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4940121 10.5281/zenodo.5306709 10.53832/opendeved.0253 2129771:K9FG2R6M}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_yl:t, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{caribbean_development_bank_cdb_2021, type = {Let's {REAP}!}, title = {The {CDB} / {CARICOM} / {OECS} {Model} {Learning} {Recovery} and {Improvement} {Programme} for {Caribbean} {Schools}: {Let}'s {REAP}! — {Roadmap} {Poster}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/K9FG2R6M}, number = {5}, institution = {Open Development \& Education}, author = {{Caribbean Development Bank} and {CARICOM} and {Organisation of Eastern Caribbean States}}, collaborator = {Haßler, Björn and Regis, Callista and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Blower, Tom}, month = jun, year = {2021}, doi = {10.53832/opendeved.0255}, note = {previousDOI: 10.5281/zenodo.5305987 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5305948 10.5281/zenodo.5305987 10.53832/opendeved.0255 2129771:K9FG2R6M 2129771:NAPTF4TA}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_yl:t, \_zenodo:submitted, \_zenodoETH:submitted}, } @article{kremer_challenge_2013, title = {The {Challenge} of {Education} and {Learning} in the {Developing} {World}}, volume = {340}, issn = {0036-8075, 1095-9203}, url = {https://doi.org/10.1126/science.1235350.}, doi = {10.1126/science.1235350}, language = {en}, number = {6130}, journal = {Science}, author = {Kremer, M. and Brannen, C. and Glennerster, R.}, month = apr, year = {2013}, note = {Publisher: keytype=ref\& siteid=sci KerkoCite.ItemAlsoKnownAs: 2129771:2WSR7XP4 2129771:LINIEJYU 2129771:N4H9IUI9 2129771:ZP7QRSPZ}, pages = {297--300}, } @article{bonsu_challenges_2013, title = {The challenges and prospects of {ICTs} in teaching and learning in {Sunyani} {Polytechnic}, {Ghana}}, url = {http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16}, abstract = {Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.}, language = {en}, journal = {Capa Scientific Journal}, author = {Bonsu, KA and Duodu, A and Bonsu, K and Duodu, K}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:economy, P:teacher education, Q:ICT, Q:educational technology, R:case study, T:TVET, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{amazigo_challenges_2002, title = {The {Challenges} of community- directed treatment with ivermectin ({CDTI}) within the {African} {Programme} for {Onchocerciasis} {Control} ({APOC}}, volume = {l}, language = {en}, number = {1}, journal = {Annals of Tropical Medicine and Parasitology}, author = {AMAZIGO, U.V.B.R.I.E.G.E.R. and W.R., K.A.T.A.B.A.R.W.A.M. and Akogun, Oladele B and M., N.T.E.P. and BOATIN, B. and N’DOYO, J. and NOMA, M. and A, S.E.K.E.T.E.L.I.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8I7M5LF2 2129771:V8GDJRTY 2486141:5FV48NZ9}, keywords = {⛔ No DOI found}, pages = {41-- 58}, } @techreport{world_bank_changing_2019, title = {The {Changing} {Nature} of {Work}}, url = {https://www.worldbank.org/en/publication/wdr2019}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UEYT2K3G 5242966:IFINR7PZ}, } @article{kadzamira_changing_2002, title = {The {Changing} {Roles} of {Non}-{Governmental} {Organisations} in {Education} in {Malawi}.}, author = {Kadzamira, Esme Chipo and Kunje, Demis}, year = {2002}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:N99CVXAX 4752638:2ZYLXJGC 4752638:4XDGK8T5 4752638:5NQVASUC 4752638:HAATHI6Q 4752638:VFLIJ6HD 4752638:VPH98KSP 4752638:VUUDNJUK 4752638:W5FDATA4}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @book{brain_circular_2023, title = {The {Circular} {Economy}: {Micro}-{Macro} {Linkages} and {Implications} for {Commonwealth} {Countries}}, shorttitle = {The {Circular} {Economy}}, url = {https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1092}, abstract = {In the ongoing fight against poverty and inequality, globalization and sustained economic growth are perceived as key to ending global poverty and achieving the Sustainable Development Goals (SDGs). Sustained economic growth is traditionally seen as leading to increased income, which either directly or indirectly lowers poverty levels. Similarly, as the world becomes more globalized, it is assumed that the increase in trade will be accompanied by good quality jobs in both industry and services and, consequently, increasing income, declining poverty and sustained growth.}, language = {en}, urldate = {2023-05-12}, publisher = {Commonwealth iLibrary}, author = {Brain, Sophie and Awiti, Christine}, month = feb, year = {2023}, doi = {10.14217/comsec.1092}, } @article{la_paro_classroom_2004, title = {The classroom assessment scoring system: {Findings} from the prekindergarten year}, volume = {104}, shorttitle = {The classroom assessment scoring system}, doi = {10.1086/499760}, number = {5}, journal = {The elementary school journal}, author = {La Paro, Karen M. and Pianta, Robert C. and Stuhlman, Megan}, year = {2004}, note = {Publisher: University of Chicago Press}, pages = {409--426}, } @misc{scott_classroom_2020, title = {The classroom goes hybrid}, url = {https://www.avinteractive.com/features/comment/classroom-goes-hybrid-08-09-2020/}, abstract = {Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching.}, language = {en}, urldate = {2020-09-11}, journal = {AV Magazine}, author = {Scott, Craig}, month = sep, year = {2020}, note = {Section: Comment KerkoCite.ItemAlsoKnownAs: 2129771:S8XDTB9Z 2486141:3EBHAGWF}, } @techreport{english_in_action_classroom_2011, title = {The {Classroom} {Practices} of {Primary} and {Secondary} {School} {Teachers} {Participating} in {English} in {Action}}, url = {https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf}, urldate = {2020-09-23}, author = {English in Action}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KSXNLE3L 2405685:6D7Y5AC8}, } @article{glazer_collaborative_2006, title = {The collaborative apprenticeship model: situated professional development within school settings}, volume = {22}, shorttitle = {The collaborative apprenticeship model: situated professional development within school settings}, doi = {10.1016/j.tate.2005.09.004}, number = {2}, journal = {Teaching and Teacher Education}, author = {Glazer, E.M. and Hannafin, M.J.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2005.09.004 10/ftptn5 2129771:2F3LFGZZ 261495:2TV5QI58}, pages = {179--193}, } @article{niglas_combined_2004, title = {The combined use of qualitative and quantitative methods in educational research}, url = {https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396/figure/2}, abstract = {Figure 2. Relationship between philosophy and methodology in social science and educational research (adapted from Niglas 2001a and 2001b) - \"THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT\"}, language = {en}, urldate = {2021-11-06}, journal = {undefined}, author = {Niglas, Katrin}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JLPSRNS9 4502395:U69HEESM}, keywords = {⛔ No DOI found}, } @article{niglas_combined_2004, title = {{THE} {COMBINED} {USE} {OF} {QUALITATIVE} {AND} {QUANTITATIVE} {METHODS} {IN} {EDUCATIONAL} {RESEARCH} {ABSTRACT}}, url = {https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396}, abstract = {Semantic Scholar extracted view of \"THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT\" by Katrin Niglas}, language = {en}, urldate = {2022-03-02}, journal = {undefined}, author = {Niglas, Katrin}, year = {2004}, keywords = {⛔ No DOI found}, } @article{kyobe_concept_2017, title = {The {Concept} of {Competence} {Based} {Assessment} in {Vocational} {Education} and {Training}}, language = {en}, author = {Kyobe, Ethel}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:IKEEGDJC KerkoCite.ItemAlsoKnownAs: 2129771:NRG332FI 2317526:IKEEGDJC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {7}, } @article{mulder_concept_2007, title = {The concept of competence in the development of vocational education and training in selected {EU} member states: a critical analysis}, volume = {59}, issn = {1363-6820}, shorttitle = {The concept of competence in the development of vocational education and training in selected {EU} member states}, url = {https://doi.org/10.1080/13636820601145630}, doi = {10.1080/13636820601145630}, abstract = {This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment.}, number = {1}, urldate = {2018-08-01}, journal = {Journal of Vocational Education \& Training}, author = {Mulder, Martin and Weigel, Tanja and Collins, Kate}, month = mar, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820601145630 10/dmccsb 2129771:EW9R88H6 2317526:XX2T9XC7 DOI-10.1080/13636820601145630}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {67--88}, } @incollection{a_concept_2011, title = {The {Concept} of {Tawhid} in the {Political} {Thoughts} of {Muhammad} {Iqbal}}, language = {en}, booktitle = {Islamic {Political} {Thoughts} and {Institutions}; {Kano} {IIIT}({N}}, editor = {A., Abdul-Isma’il and Shehu, S.}, year = {2011}, pages = {132--146}, } @article{fitzpatrick_connection_2022, title = {The {Connection} {Between} {Socio}-emotional {Learning} and {Girls}’ {Educational} {Outcomes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17710}, doi = {10.19088/K4D.2022.154}, abstract = {The literature on socio-emotional learning is vast, with a broad range of programmes and interventions spanning multiples ages with a variety of different objectives. A USAID systematic literature review of SEL interventions, identified a broad range of outcomes identified in evaluations of SEL programmes. The majority of the literature on academic outcomes is drawn from high-income contexts, though a small number of studies looking at the impact of girls’ clubs have sought to make a connection between participation in clubs and academic performance (Marcus et al, 2017; Amenya et al, 2021). Interventions targeting Early Years typically focus on play-based interventions at home and in primary care settings, and on parenting and prenatal skills development and support (Sánchez Puerta et al., 2016). The outcomes of these interventions typically focus on the development of socio-emotional learning skills, parenting behaviours, but also on academic performance (ibid). A World Bank review found that interventions before school were more likely to show favourable results during follow-up. Aside from the direct academic outcomes, SEL is found to have intermediate outcomes too, particularly in lower-income contexts. For example, girls’ clubs are associated with increased enrolment and retention rates at multiple levels of education (Marcus et al, 2017), in addition to increasing girls’ self-esteem and motivation to learn (Amenya et al, 2021). Other programmes with a focus on SEL have been found to improve career-related outcomes, delay pregnancy and early marriage, and support the development of skills required by the workplace, or advancing prosocial/anti-conflict behaviours (Sánchez Puerta et al., 2016).}, language = {en}, urldate = {2022-12-18}, author = {Fitzpatrick, Rachel and Page, Ella}, month = sep, year = {2022}, note = {Accepted: 2022-10-17T13:01:25Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.154 2129771:NGKJGM28 4869029:G994BECU 4869029:R6A7UJBM}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, } @article{ogunniyi_context_2011, title = {The {Context} of {Training} {Teachers} to {Implement} a {Socially} {Relevant} {Science} {Education} in {Africa}}, doi = {10.1080/10288457.2011.10740721}, abstract = {The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.}, language = {en}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Ogunniyi, Meshach B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2011.10740721 10/gf62k6 2129771:E4TZHI8E 2317526:ZTRC6VUX DOI-10.1080/10288457.2011.10740721}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:attitude, F:policy, F:teaching method, P:culture, P:economy, P:environment, P:measurement, P:social, P:teacher education, P:teacher training, P:teachers, R:case study, T:Training, T:trainee, Z:African Culture, Z:Case Studies, Z:Course Content, Z:Cultural Context, Z:Culturally Relevant Education, Z:Disadvantaged Schools, Z:Educational Change, Z:Educational Quality, Z:Foreign Countries, Z:Indigenous Knowledge, Z:Interdisciplinary Approach, Z:Relevance (Education), Z:Science Education, Z:Science Instruction, Z:Scientific Principles, Z:Social Problems, Z:Teacher Attitudes, Z:Teacher Education, Z:Teacher Effectiveness, Z:Teaching Methods, Z:Western Civilization, publicImportV1}, } @techreport{sharmin_contribution_2017, title = {The {Contribution} of {Digital} {Technologies} to {Service} {Delivery}: {An} {Evidence} {Review}}, shorttitle = {The {Contribution} of {Digital} {Technologies} to {Service} {Delivery}}, institution = {IDS}, author = {Sharmin, Shumona and Faith, Becky and Prieto Martín, P. and Ramalingam, Ben}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:5QB22ESR 2129771:7M4GEMG2}, keywords = {\_C:Afghanistan AFG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kyrgyzstan KGZ, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Romania ROU, \_C:Rwanda RWA, \_C:Samoa WSM, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @article{grant_contribution_2017, title = {The {Contribution} of {Education} to {Economic} {Growth}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13117}, abstract = {There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies. There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US\$1 spent on education, as much as US\$10 to US\$15 can be generated in economic growth (UNESCO 2012). If 75\% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1\% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012).}, language = {es}, urldate = {2022-12-18}, author = {Grant, Catherine}, month = mar, year = {2017}, note = {Accepted: 2017-07-20T15:39:07Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:UJ8STPHE 4869029:LLQZCR8W}, keywords = {⛔ No DOI found}, } @article{babagoli_cost-benefit_2020, title = {The {Cost}-{Benefit} and {Cost}-effectiveness of {Providing} {Menstrual} {Cups} and {Sanitary} {Pads} to {Schoolgirls} in {Rural} {Kenya}}, volume = {87}, journal = {Columbia Center for Development Economics and Policy, Working Paper}, author = {Babagoli, M. and Benshaul-Tolonen, Anja and Zulaika, Garazi and Nyothach, Elizabeth and Oduor, Clifford and Obor, David and Mason, Linda and Kerubo, Emily and Ngere, Isaac and Laserson, Kayla F.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NXIZJCGN}, keywords = {\_yl:a, ⛔ No DOI found}, } @article{martin-martin_counting_2016, title = {The counting house: {Measuring} those who count. {Presence} of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the {Google} {Scholar} citations, {Researcherid}, {ResearchGate}, {Mendeley} \& {Twitter}}, shorttitle = {The counting house}, journal = {arXiv preprint arXiv:1602.02412}, author = {Martín-Martín, Alberto and Orduña-Malea, Enrique and Ayllón, Juan M. and Lopez-Cozar, Emilio Delgado}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CY6IYDSG}, keywords = {⛔ No DOI found}, } @misc{noauthor_covid-19_2020, title = {The {COVID}-19 pandemic has changed education forever. {This} is how}, url = {https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/}, urldate = {2020-01-12}, journal = {The COVID-19 pandemic has changed education forever. This is how}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:75PNTCQL 5242966:Q4JFYPS5}, } @misc{li_covid-19_2020, title = {The {COVID}-19 pandemic has changed education forever. {This} is how}, url = {https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/}, urldate = {2024-01-12}, journal = {https://www.weforum.org/}, author = {Li, Cathy and Lalani, Farah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XFJS8M3K 5242966:6PZWIW73}, } @article{luneta_critical_2022, title = {The critical role of continuous professional development for teachers in {Africa}}, volume = {1}, url = {https://ajoted.org/index.php/ajoted/article/view/2/2}, doi = {10.4102/ajoted.v1i1.2}, number = {1}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Luneta, Kakoma}, year = {2022}, pages = {2}, } @techreport{buckley_cttp--innovative_1992, address = {Castries, St. Lucia}, title = {The {CTTP}--{An} {Innovative} and {Successful} {Caribbean} {Project} {Using} {Distance} {Learning}}, url = {https://eric.ed.gov/?id=ED392768}, abstract = {The Comprehensive Teacher Training Project (CTTP) was an innovative and successful Caribbean project in distance learning designed to assist prospective or untrained teachers to qualify for entry to training colleges, to produce four Caribbean Examinations Council (CXC) "O" level courses, to develop a delivery and distribution system, and to promote the development of distance education in the region and abroad. The project has consistently worked to maintain a learner centered focus. Courses were developed in English, mathematics, social studies, and integrated science. Material in all four courses was print-based with anticipated audio and face-to-face supports. Courses were divided into self-study learning packages called modules made up of several lessons, with each lesson to be completed at one sitting. Based on recent experience, it is estimated that the part-time adult learner should take approximately one to one and one-half years to complete the English course, from one and one-half to two years to complete the Social Studies course, and two years to complete the mathematics and science courses. Internal evaluation of the entire CTTP has been very good to excellent despite various problems. Data on learner characteristics, performance and feedback throughout the field-testing period has been collected and analyzed for the module revisions process. Of 95 field testing learners who wrote CXC exams in June 1992, 47 passed. In addition to the examination results and feedback from learners, comments indicating satisfaction with the program are summarized in the conclusion. (JB)}, language = {en}, urldate = {2020-11-19}, institution = {Organisation for Co-operation in Overseas Development}, author = {Buckley, Helen}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QGY5CBUP 2486141:H5QP32VI}, keywords = {Academic Achievement, Adult Learning, Adult Students, College Entrance Examinations, College Preparation, Continuing Education, Curriculum Development, Distance Education, Elementary Education, Elementary School Teachers, English Instruction, Foreign Countries, General Science, Mathematics Instruction, Postsecondary Education, Program Descriptions, Social Studies, Student Centered Curriculum, Teacher Education Programs, \_Added to LR, \_T:reviewed}, } @article{chitanana_current_2008, title = {The current state of e-learning at universities in {Zimbabwe}: {Opportunities} and challenges}, volume = {4}, shorttitle = {The current state of e-learning at universities in {Zimbabwe}}, number = {2}, journal = {International Journal of Education and Development using ICT}, author = {Chitanana, Lockias and Makaza, Daga and Madzima, Kudakwashe}, year = {2008}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2129771:E9YQANH7 4502395:24HFPEHH 4502395:ARAIU5GA 4502395:YTR249SC}, keywords = {⛔ No DOI found}, pages = {5--15}, } @article{lupton_datafied_2017, title = {The datafied child: {The} dataveillance of children and implications for their rights}, volume = {19}, shorttitle = {The datafied child}, doi = {10.1177/1461444816686328}, number = {5}, journal = {New Media \& Society}, author = {Lupton, Deborah and Williamson, Ben}, year = {2017}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1461444816686328 2129771:GY344QMN 4426965:XI8XJHUJ}, pages = {780--794}, } @techreport{noauthor_design_nodate, type = {Terms of {Reference}}, title = {The {Design} of {A} {Post} {COVID}-19 {Academic} {Recovery} {Programme} for {Primary} and {Secondary} {Schools} {Across} the {OECS}}, url = {https://oecs.org/en/work-with-us/procurements/current-tenders/the-design-of-a-post-covid-19-academic-recovery-programme-for-primary-and-secondary-schools-across-the-oecs}, abstract = {OECS}, language = {en-gb}, urldate = {2020-07-26}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4QAS92M}, } @article{combe_design_2020, title = {The {Design} of {Teacher} {Assignment}: {Theory} and {Evidence}.}, url = {https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0}, abstract = {To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.}, language = {en}, author = {Combe, Julien and Tercieux, Olivier and Terrier, Camille}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NBGHXE2S}, keywords = {Lebanon\_event\_2021, \_C:Czech Republic CZE, \_C:France FRA, \_C:Germany DEU, \_C:Ireland IRL, \_C:Italy ITA, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {88}, } @book{lewrick_design_2018, address = {Hoboken}, edition = {1st edition}, title = {The {Design} {Thinking} {Playbook}: {Mindful} {Digital} {Transformation} of {Teams}, {Products}, {Services}, {Businesses} and {Ecosystems}}, isbn = {978-1-119-46747-2}, shorttitle = {The {Design} {Thinking} {Playbook}}, language = {English}, publisher = {Wiley}, author = {Lewrick, Michael and Link, Patrick and Leifer, Larry}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:68EDG9HF 2129771:D9DFYPFM}, } @book{lewrick_design_2020, address = {Hoboken, New Jersey}, title = {The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods}, isbn = {978-1-119-62919-1}, shorttitle = {The design thinking toolbox}, abstract = {"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"--}, language = {eng}, publisher = {John Wiley \& Sons, Inc}, author = {Lewrick, Michael and Link, Patrick and Leifer, Larry J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SPYR6G6T 2129771:TLH2RH47}, keywords = {Creative ability in business, Creative ability in technology, Creative thinking, Problem solving, Project management, ⛔ No DOI found}, } @misc{noauthor_design_nodate, title = {The {Design} {Value} {Framework} - {Design} {Council}}, copyright = {Creative Commons Licence This work by the Design Council is licensed under a CC BY 4.0 license.}, url = {https://www.designcouncil.org.uk/our-resources/the-design-value-framework/}, urldate = {2023-08-24}, } @book{ziai_development_2020, title = {The development dictionary @25: post-development and its consequences}, isbn = {978-0-429-83653-4 978-0-429-45138-6 978-0-429-83654-1 978-0-429-83652-7}, shorttitle = {The development dictionary @25}, url = {https://www.taylorfrancis.com/books/9780429451386}, abstract = {Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly.}, language = {English}, urldate = {2022-04-01}, author = {Ziai, Aram}, year = {2020}, note = {OCLC: 1222779613}, } @book{sachs_development_1992, address = {London ; Atlantic Highlands, N.J}, edition = {1}, title = {The {Development} dictionary: a guide to knowledge as power}, isbn = {978-1-85649-043-6}, shorttitle = {The {Development} dictionary}, language = {en}, publisher = {Zed Books}, editor = {Sachs, Wolfgang}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C272BCTJ 2129771:CMFM7Z2X}, keywords = {Economic development, Terminology}, } @book{sachs_development_2010, edition = {2}, title = {The {Development} {Dictionary}: {A} {Guide} to {Knowledge} as {Power}}, shorttitle = {The {Development} {Dictionary}}, language = {en}, editor = {Sachs, Wolfgang}, year = {2010}, } @book{sachs_development_2019, edition = {3}, title = {The {Development} dictionary: a guide to knowledge as power}, language = {en}, author = {Sachs, Wolfgang}, year = {2019}, doi = {10.5040/9781350225442}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:66LHHS76 2129771:WCXTM838}, } @article{alga_development_2021, title = {The development of preprints during the {COVID}‐19 pandemic}, issn = {0954-6820}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8014163/}, doi = {10.1111/joim.13240}, urldate = {2021-10-05}, journal = {Journal of Internal Medicine}, author = {Älgå, Andreas and Eriksson, Oskar and Nordberg, Martin}, month = feb, year = {2021}, pmid = {33560546}, pmcid = {PMC8014163}, pages = {10.1111/joim.13240}, } @inproceedings{montrieux_didactical_2018, title = {The didactical use of tablets: a balancing act between teacher-centred and learner-centred education}, shorttitle = {The didactical use of tablets}, doi = {10.21125/inted.2018.1005}, booktitle = {12th {International} {Technology}, {Education} and {Development} {Conference} ({INTED})}, author = {Montrieux, Hannelore and Schellens, Tammy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2018.1005 10/gf62hq 2129771:AVWSVW3N}, keywords = {\_C:Belgium BEL, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {37--44}, } @article{hodges_difference_2020, title = {The difference between emergency remote teaching and online learning}, url = {https://vtechworks.lib.vt.edu/handle/10919/104648}, urldate = {2024-02-29}, author = {Hodges, Charles B. and Moore, Stephanie and Lockee, Barbara B. and Trust, Torrey and Bond, Mark Aaron}, year = {2020}, note = {Publisher: Educause KerkoCite.ItemAlsoKnownAs: 4804264:7LCX2A5E}, keywords = {Final\_citation, ⛔ No DOI found}, } @article{villasenor_different_2017, title = {The different ways that teachers can influence the socio-emotional development of their students: {A} literature review}, url = {http://pubdocs.worldbank.org/en/285491571864192787/Villaseno-The-different-ways-that-teachers-can-influence-the-socio-emotional-dev-of-students.pdf}, language = {en}, author = {Villaseñor, Paula}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8Y3QRDEL 2486141:Z9EJIHLX}, keywords = {⛔ No DOI found}, pages = {26}, } @article{tate_digital_2017, title = {The {Digital} {Divide} in {Language} and {Literacy} {Education}}, doi = {10.1007/978-3-319-02237-6_5}, journal = {Language, Education and Technology}, author = {Tate, Tamara and Warschauer, Mark}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-02237-6\_5 10/gf62jc 2129771:YE8T526N 2129771:Z7TXXDPP}, keywords = {\_\_C:filed:1}, pages = {45--56}, } @article{guo_digital_2022, title = {The digital divide in online learning in {China} during the {COVID}-19 pandemic}, volume = {71}, doi = {10.1016/j.techsoc.2022.102122}, journal = {Technology in Society}, author = {Guo, Congbin and Wan, Boshen}, year = {2022}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2022.102122 2129771:AFGPK6KJ}, pages = {102122}, } @techreport{african_union_digital_2020, address = {Addis Ababa, Ethiopia}, title = {The {Digital} {Transformation} {Strategy}}, url = {https://au.int/en/documents/20200518/digital-transformation-strategy-africa-2020-2030}, institution = {African Union}, author = {{African Union}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TCMVK34G 5242966:TMU9PFZC}, } @article{cullinan_disconnected_2021, title = {The disconnected: {COVID}-19 and disparities in access to quality broadband for higher education students}, volume = {18}, issn = {2365-9440}, shorttitle = {The disconnected}, url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00262-1}, doi = {10.1186/s41239-021-00262-1}, abstract = {Abstract The COVID-19 pandemic forced many higher education institutions (HEIs) across the world to cancel face-to-face teaching, close campus facilities, and displace staff and students to work and learn from home. Given the persistent nature of the pandemic, many HEIs have continued to deliver courses online and/or use a blended learning approach. However, there are concerns around differences in student access to digital learning resources while at home, including high quality broadband connectivity. This is important, since variation in connectivity may impact the type of online/blended model that faculty can deliver or constrain student engagement with online content. In this context, this paper combines national data on the domiciles of students enrolled in Irish HEIs with detailed spatial data on broadband coverage to estimate the number of higher education students ‘at risk’ of poor access to high quality internet connectivity. Overall it finds that one-in-six students come from areas with poor broadband coverage, with large disparities by geography and by HEI. It also finds that students from the poorest broadband coverage areas are more likely to be socioeconomically disadvantaged. As a result, this paper recommends that HEIs use their detailed registration data to help identify and support at-risk students. In particular, the results suggest that some HEIs may need to prioritise access to campus facilities and services to less well-off students living in poor broadband coverage areas.}, language = {en}, number = {1}, urldate = {2024-03-04}, journal = {International Journal of Educational Technology in Higher Education}, author = {Cullinan, John and Flannery, Darragh and Harold, Jason and Lyons, Seán and Palcic, Dónal}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-021-00262-1 4804264:BTCP9DBC}, keywords = {Final\_citation}, pages = {26}, } @article{abd-kadir_discourse_2007, title = {The {Discourse} of {Whole} {Class} {Teaching}: {A} {Comparative} {Study} of {Kenyan} and {Nigerian} {Primary} {English} {Lessons}}, volume = {21}, issn = {0950-0782}, shorttitle = {The {Discourse} of {Whole} {Class} {Teaching}}, url = {http://dx.doi.org/10.2167/le684.0}, doi = {10.2167/le684.0}, abstract = {This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.}, number = {1}, urldate = {2015-10-15}, journal = {Language and Education}, author = {Abd-Kadir, Jan and Hardman, Frank}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2167/le684.0 10/fj4ndk 2129771:S2L8BL4U 261495:4TNZ3UXU}, pages = {1--15}, } @book{glaser_discovery_1967, address = {Chicago}, title = {The {Discovery} of {Grounded} {Theory}: {Strategies} for {Qualitative} {Research}}, isbn = {978-0-202-30028-3 0-202-30028-5}, shorttitle = {Discovery of {Grounded} {Theory}: {Strategies} for {Qualitative} {Research}}, language = {English}, publisher = {Aldine Publishing Company}, author = {Glaser, B.G. and Strauss, A.L.}, year = {1967}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A8KVVAH6 2129771:EXK9ZBA3 2129771:V92QNPMR 2486141:BHVDFUYE 261495:HAQZ6UGJ 503888:RMXH7WNQ}, keywords = {CitedIn:eCubed, Done:ReferenceFixed, eCubed}, } @techreport{hasler_distance_2021, title = {The distance education experience in {Jordan}: perspectives from stakeholders}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/HSHH6TVV}, author = {Haßler, Björn and Assaf, Teib and Khalayleh, Abdullah}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633071}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633071 2129771:HSHH6TVV}, keywords = {Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_double_nodate, title = {The {Double} {Diamond} - {Design} {Council}}, copyright = {Creative Commons Licence The Double Diamond by the Design Council is licensed under a CC BY 4.0 license.}, url = {https://www.designcouncil.org.uk/our-resources/the-double-diamond/}, abstract = {A universally accepted depiction of the design process}, language = {en}, urldate = {2023-08-24}, } @article{vanderlinde_e-capacity_2010, title = {The e-capacity of primary schools: {Development} of a conceptual model and scale construction from a school improvement perspective}, volume = {55}, shorttitle = {The e-capacity of primary schools}, doi = {10.1016/j.compedu.2010.02.016}, number = {2}, journal = {Computers \& education}, author = {Vanderlinde, Ruben and van Braak, Johan}, year = {2010}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.02.016 2129771:HIITNY8J 4426965:8J266F94}, pages = {541--553}, } @book{gove_early_2011, address = {Research Triangle Park, NC}, title = {The {Early} {Grade} {Reading} {Assessment}: {Applications} and interventions to improve basic literacy}, url = {https://doi.org/10.3768/rtipress.2011.bk.0007.1109.}, publisher = {RTI Press}, author = {Gove, A. and Wetterberg, A.}, year = {2011}, } @article{noble_eclectic_1999, title = {The eclectic roots of strategy implementation research}, volume = {45}, doi = {10.1016/S0148-2963(97)00231-2}, number = {2}, journal = {Journal of business research}, author = {Noble, Charles H.}, year = {1999}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0148-2963(97)00231-2 2129771:SJIC72JT 4869029:RDKSVNPR}, pages = {119--134}, } @techreport{bandiera_economic_2019, title = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola} : {Lessons} from an {Empowerment} {Program}}, shorttitle = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}}, url = {http://documents.worldbank.org/curated/en/452451551361923106/The-Economic-Lives-of-Young-Women-in-the-Time-of-Ebola-Lessons-from-an-Empowerment-Program}, abstract = {This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts.}, language = {en}, number = {WPS8760}, urldate = {2020-04-21}, institution = {The World Bank}, author = {Bandiera, Oriana and Buehren, Niklas and Goldstein, Markus P. and Rasul, Imran and Smurra, Andrea}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M3B7YG59}, keywords = {\_C:Sierra Leone SLE}, pages = {1--80}, } @techreport{bandiera_economic_2018, type = {Unpublished {Manuscript}}, title = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}: {Lessons} from an {Empowerment} {Program} [{Unpublished} {Manuscript}]}, institution = {Unpublished Manuscript}, author = {Bandiera, Oriana and Buehren, Niklas and Goldstein, Markus and Rasul, Imran and Smurra, Andrea}, year = {2018}, } @book{miyazaki_economy_2017, address = {Philadelphia}, edition = {First edition}, title = {The economy of hope}, isbn = {978-0-8122-4869-2}, publisher = {University of Pennsylvania Press}, editor = {Miyazaki, Hirokazu and Swedberg, Richard}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PLSYGCFZ 2129771:RXG2ZUS5}, keywords = {Hope}, } @incollection{akogun_edoren_2018, title = {The {EDOREN} {Model}: {Reflections} and implications for other {DFID} programmes}, url = {www.nigeria-education.org}, language = {en}, booktitle = {Education {Data}, {Research} and {Evaluation} in {Nigeria} ({EDOREN}}, author = {Akogun, Oladele B and Friedrich, Florian and Macauslan, Ian and Packer, Steve and Rai, Shefali}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:53MJ6II5 2129771:CXVR7I34 2486141:U2RQMX8X}, } @inproceedings{hasler_edtech_2019, address = {Oxford}, title = {The {EdTech} {Hub}: {Building} a global community of practice of researchers and implementers}, copyright = {Creative Commons Attribution 4.0}, doi = {10.5281/zenodo.3445376}, author = {Haßler, Björn and Brugha, Meaghan and Loj, Gosia and Proctor, Jamie}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3445376 10/gf8g33 2129771:GMUG7Z4Z 2339240:2F4VXWIQ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, UploadedToZenodo, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:k}, } @misc{rs_edtech_2020, title = {The {EdTech} {Report} 2019/20 - {The} {Growth} of {Technology} in {Education} {\textbar} {RS} {Components}}, url = {https://uk.rs-online.com/web/generalDisplay.html?id=did-you-know/the-edtech-report}, urldate = {2020-08-24}, author = {RS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VDFE45JF}, } @article{ryu_educational_2018, title = {The educational perception on artificial intelligence by elementary school teachers}, volume = {22}, url = {https://koreascience.kr/article/JAKO201819352297325.page}, doi = {10.14352/jkaie.2018.22.3.317}, number = {3}, urldate = {2024-02-24}, journal = {Journal of The Korean Association of Information Education}, author = {Ryu, Miyoung and Han, Seonkwan}, year = {2018}, note = {Publisher: Korea Association of Information Education}, pages = {317--324}, } @techreport{vuri_effect_2007, title = {The effect of availability and distance from school on children’s time allocation in {Ghana} and {Guatemala}}, institution = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.909.7963\&rep=rep1\&type=pdf}, author = {Vuri, Daniela}, year = {2007}, } @book{noauthor_effect_1989, title = {The effect of {Exudates} of {Cereal} {Seeds} on the {Growth} of {Soil} {Microorganisms}. {B}.{Sc} {Agriculture} undergraduate project}, language = {en}, publisher = {A.B.U. Zaria}, year = {1989}, } @inproceedings{mulyono_effect_2020, title = {The {Effect} of {Mathematical} {Self}-{Efficacy} on {High} {Order} {Thinking} {Accelerated} {Learning} {Learning} {Inferentialism} {Approach}}, isbn = {978-94-6252-979-3}, url = {https://www.atlantis-press.com/proceedings/iset-19/125941361}, doi = {10.2991/assehr.k.200620.071}, abstract = {The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still.}, language = {en}, urldate = {2020-07-03}, publisher = {Atlantis Press}, author = {Mulyono and Ramadan, Yoshida Agung and Masrukan}, month = jun, year = {2020}, note = {ISSN: 2352-5398 KerkoCite.ItemAlsoKnownAs: 10.2991/assehr.k.200620.071 2129771:A3ZYJR5P 2339240:ID3JSGI6 2486141:NHQYAB5L}, keywords = {LMIC, \_AcademicRecoveryOECS, content, pedadgogy}, pages = {367--372}, } @article{berlinski_effect_2009, title = {The {Effect} of {Pre}-{Primary} {Education} on {Primary} {School} {Performance}.}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0047272708001308}, journal = {Journal of Public Economics}, author = {Berlinski, S. and Galiani, S. and Gertler, P.}, year = {2009}, keywords = {⛔ No DOI found}, pages = {1--2}, } @article{liebowitz_effect_2019, title = {The effect of principal behaviors on student, teacher, and school outcomes: {A} systematic review and meta-analysis of the empirical literature}, volume = {89}, shorttitle = {The effect of principal behaviors on student, teacher, and school outcomes}, doi = {10.3102/0034654319866133}, number = {5}, journal = {Review of Educational Research}, author = {Liebowitz, David D. and Porter, Lorna}, year = {2019}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:L3GPGHVH 2129771:Q6Z2JW7C}, pages = {785--827}, } @article{akogun_effect_1992, title = {The effect of some selected health education schemes on knowledge and attitude of the {Kanuri} towards certain parasitic diseases}, volume = {12}, doi = {10.1177/146642409211200615}, language = {en}, number = {6}, journal = {Journal of the Royal Society of Health (England}, author = {Akogun, Oladele B}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FXZZMNNL 2129771:N6JF6MAU 2486141:ANH8H7HL}, pages = {280--285}, } @article{kraft_effect_2018, title = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}: {A} {Meta}-{Analysis} of the {Causal} {Effect}}, volume = {88}, issn = {0034-6543, 1935-1046}, url = {https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf}, doi = {10.3102/0034654318759268}, abstract = {Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.}, language = {EN}, number = {4}, journal = {Review of Educational Research}, author = {Kraft, Matthew A. and Blazar, David and Hogan, Dylan}, year = {2018}, note = {shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2129771:LDC8KF8W 2129771:LG2AFWED 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:6L7LJIMQ 2405685:JXICF3W3 2534378:9LCRTTXK}, keywords = {C:High-income countries, C:United States, \_\_C:filed:1}, pages = {547--588}, } @article{mehri_ghahfarokhi_effect_2020, title = {The {Effect} of {Technology}-mediated {Reading} {Comprehension} {Tasks} on {Autonomy} and {Metacognitive} {Strategy} {Use} by {Iranian} {EFL} {Intermediate} {Learners}}, volume = {7}, number = {3}, journal = {Journal of Modern Research in English Language Studies}, author = {Mehri Ghahfarokhi, Marzieh and Tavakoli, Mansoor}, year = {2020}, note = {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}, pages = {45--69}, } @article{fehrler_effectiveness_2009, title = {The effectiveness of inputs in primary education: {Insights} from recent student surveys for sub-{Saharan} {Africa}}, volume = {45}, url = {https://doi.org/10.1080/00220380802663625.}, doi = {10.1080/00220380802663625}, number = {9}, journal = {The Journal of Development Studies}, author = {Fehrler, S. and Michaelowa, K. and Wechtler, A.}, year = {2009}, pages = {1545--1578}, } @article{gillani_effectiveness_2022, title = {The effectiveness of installing solar panels at schools in {Pakistan} to increase enrolment}, volume = {12}, issn = {2190-6491}, url = {https://doi.org/10.1007/s13412-022-00747-z}, doi = {10.1007/s13412-022-00747-z}, abstract = {At present, 35\% of all primary schools and 15\% of all secondary schools in Pakistan do not have access to electricity, severely impacting student participation and performance. Earlier literature exploring the effects of electrification of schools through solar electricity on educational access and outcome has been very limited, but recently it has gained attention. By examining data of more than 20,000 schools across 176 districts of Pakistan from the years 2013 until 2018, this paper quantifies the effectiveness of installing solar panels at schools to generate electricity, and thus increasing student participation through higher enrolment. The results show that a school where a solar panel was installed as an education policy initiative witnessed an increase in enrolment, when compared to a school that did not have a solar panel installed under the education policy initiative. This research highlights an immediate need of electrification of schools in order to improve learning outcomes. It also quantifies the effects of using solar electricity at schools that otherwise may not have access to electricity via the conventional grid system. Finally, as Pakistan ranks second in the list of countries with the worst pollution in the world, this study provides evidence for policymakers, and urges them to focus on expanding the use of renewable energy resources in all fields of socioeconomic activity in order to reverse the detrimental effects of climate change.}, language = {en}, number = {3}, urldate = {2024-03-14}, journal = {Journal of Environmental Studies and Sciences}, author = {Gillani, Abbas A. and Khan, Sana and Nasir, Sadia and Niaz, Salwa}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13412-022-00747-z 2129771:F9LHXM6J 2486141:BI7HCB63}, keywords = {Education, Education policy, Enrolment, Pakistan, Solar panels}, pages = {505--514}, } @article{xu_effectiveness_2019, title = {The effectiveness of intelligent tutoring systems on {K}‐12 students' reading comprehension: {A} meta‐analysis}, volume = {50}, issn = {0007-1013, 1467-8535}, shorttitle = {The effectiveness of intelligent tutoring systems on {K}‐12 students' reading comprehension}, doi = {10.1111/bjet.12758}, language = {en}, number = {6}, journal = {British Journal of Educational Technology}, author = {Xu, Zhihong and Wijekumar, Kausalai (Kay) and Ramirez, Gilbert and Hu, Xueyan and Irey, Robin}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12758 4804264:SGYRM9P7}, keywords = {Final\_citation, cited, existing}, pages = {3119--3137}, } @article{means_effectiveness_2013, title = {The {Effectiveness} of {Online} and {Blended} {Learning}: {A} {Meta}-{Analysis} of the {Empirical} {Literature}}, volume = {115}, issn = {0161-4681, 1467-9620}, shorttitle = {The {Effectiveness} of {Online} and {Blended} {Learning}}, url = {http://journals.sagepub.com/doi/10.1177/016146811311500307}, doi = {10.1177/016146811311500307}, abstract = {Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.}, language = {en}, number = {3}, urldate = {2022-09-27}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Means, Barbara and Toyama, Yukie and Murphy, Robert and Baki, Marianne}, month = mar, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311500307 4804264:G93W9YPA 4820891:H5QALXUJ}, keywords = {Final\_citation, cited, existing}, pages = {1--47}, } @article{james_effectiveness_2018, title = {The {Effectiveness} of {School} {Grants} in {Low}- and {Middle}-{Income} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14275}, abstract = {This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017).}, language = {en}, urldate = {2022-12-18}, author = {James, Zoe and Joynes, Chris}, month = dec, year = {2018}, note = {Accepted: 2019-01-15T11:38:42Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:953HV7PL 4869029:8TP43LEM}, keywords = {⛔ No DOI found}, } @article{zheng_effectiveness_2022, title = {The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis}, volume = {27}, issn = {1573-7608}, shorttitle = {The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions}, url = {https://doi.org/10.1007/s10639-022-11092-7}, doi = {10.1007/s10639-022-11092-7}, abstract = {As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions from 2001 to 2020. In total, 34 empirical studies were synthesized in the present meta-analysis. The findings revealed that technology-facilitated personalized learning had a medium effect size on learning achievements and a small effect size on learning perceptions. Furthermore, the impacts of 10 moderator variables, including the sample levels, sample sizes, learning domains, research design, research settings, intervention duration, learning methods, software and hardware that support personalized learning, and user-oriented personalized parameters, were analyzed in depth. It was found that learning methods and personalized learning software significantly moderated the effect sizes. The novelty and main contribution of this study is threefold. First, this study revealed that technology-facilitated personalized learning was more effective than traditional learning through the comprehensive meta-analysis. Second, this study found that learning methods and personalized learning software could trigger and leverage the effects of technology-facilitated personalized learning. Third, this study proposed a design framework of technology-facilitated personalized learning to facilitate the implementation of personalized learning effectively.}, language = {en}, number = {8}, urldate = {2022-12-19}, journal = {Education and Information Technologies}, author = {Zheng, Lanqin and Long, Miaolang and Zhong, Lu and Gyasi, Juliana Fosua}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11092-7 4804264:8RR5F92U}, keywords = {Effect size, Final\_citation, Learning achievement, Learning perception, Meta-analysis, Personalized learning, cited, existing}, pages = {11807--11830}, } @article{major_effectiveness_2021, title = {The effectiveness of technology-supported personalised learning in low- and middle-income countries: {A} meta-analysis}, volume = {52}, issn = {1467-8535}, shorttitle = {The effectiveness of technology-supported personalised learning in low- and middle-income countries}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13116}, doi = {10.1111/bjet.13116}, abstract = {Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.}, language = {en}, number = {5}, urldate = {2022-12-16}, journal = {British Journal of Educational Technology}, author = {Major, Louis and Francis, Gill A. and Tsapali, Maria}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13116 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 4804264:EJ272RCN}, keywords = {Final\_citation, cited, computer-assisted learning, existing, learning outcomes, low- and middle-income, meta-analysis, personalisation, personalised adaptive learning}, pages = {1935--1964}, } @incollection{el-serafy_effectiveness_2022, address = {London}, edition = {1}, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings. {Future}-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, isbn = {978-1-00-318549-9}, shorttitle = {Future-{Proofing} {Teacher} {Education}}, url = {https://www.taylorfrancis.com/books/9781003185499}, language = {en}, urldate = {2022-12-03}, booktitle = {Future-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, publisher = {Routledge}, author = {El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, editor = {Gravett, Sarah and Petersen, Nadine}, month = may, year = {2022}, doi = {10.4324/9781003185499}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:PMRPEFS6 4804264:84MW225P}, keywords = {Author:OpenDevEd, \_forthcoming}, } @techreport{el-sefary_effectiveness_nodate, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings. {Future}-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond} [open access]}, author = {El-Sefary, Yomna and Adam, Taskeen and Haßler, Björn}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MPLD3RBR}, keywords = {Author:OpenDevEd}, } @article{blanch_effects_2013, title = {The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence}, volume = {28}, url = {https://grupsderecerca.uab.cat/grai/sites/grupsderecerca.uab.cat.grai/files/Blanch,%20Duran,%20Valdebenito%20&%20Flores%202013.pdf}, doi = {10.1007/s10212-012-0104-y}, abstract = {The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5\% mothers, 15\% fathers, 17\% both parents, 6.5\% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it.}, number = {1}, urldate = {2020-11-17}, journal = {European Journal of Psychology of Education}, author = {Blanch, Sílvia and Duran, David and Valdebenito, Vanessa and Flores, Marta}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-012-0104-y 2129771:HHRSWFSQ 2486141:2VXQ3DX2}, keywords = {\_Added to LR, \_T:reviewed}, pages = {101--119}, } @article{bigueja_effects_2022, title = {The {Effects} of {Air} {Temperature} to the {Cognitive} {Performance} of {Grade} {Five} {Pupils}}, abstract = {High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air.}, author = {Bigueja, Myrna C. and Tabardillo, Rosemarie A. and Amoroso, Sheila E. and Tabardillo, Joselito D.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FU6YMJ8Z 4682641:84YTA4AD}, keywords = {BE:RELEVANT, ⛔ No DOI found}, } @article{sun_effects_2021, title = {The {Effects} of {ALEKS} on {Mathematics} {Learning} in {K}-12 and {Higher} {Education}: {A} {Meta}-{Analysis}}, volume = {13}, issn = {1947-7503}, shorttitle = {The {Effects} of {ALEKS} on {Mathematics} {Learning} in {K}-12 and {Higher} {Education}}, url = {https://doi.org/10.1080/19477503.2021.1926194}, doi = {10.1080/19477503.2021.1926194}, abstract = {As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95\% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95\% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.}, number = {3}, urldate = {2023-10-24}, journal = {Investigations in Mathematics Learning}, author = {Sun, Shuyan and Else-Quest, Nicole M. and Hodges, Linda C. and French, Allison M. and Dowling, Rebecca}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19477503.2021.1926194 KerkoCite.ItemAlsoKnownAs: 10.1080/19477503.2021.1926194 4804264:TCY55VSX}, keywords = {ALEKS, Academic achievement, Final\_citation, adaptive learning systems, existing, mathematics education, online learning}, pages = {182--196}, } @article{aynas_effects_2021, title = {The {Effects} of {Authentic} {Learning} {Practices} on {Problem}-{Solving} {Skills} and {Attitude} towards {Science} {Courses}}, volume = {8}, copyright = {Copyright (c) 2021 Naciye AYNAS, Mecit ASLAN}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/482}, abstract = {This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Aynas, Naciye and Aslan, Mecit}, month = mar, year = {2021}, note = {Number: 1}, keywords = {attitudes towards science courses, authentic learning, authentic task, problem-solving skills, the curriculum of science courses, ⛔ No DOI found}, pages = {146--161}, } @phdthesis{mazala_chileya_mbasilu_effects_2009, title = {The effects of continuing professional development ({CPD}) though sprint on teacher classroom practices and student learning outcomes}, url = {http://dspace.unza.zm/handle/123456789/415}, abstract = {This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.}, urldate = {2014-04-22}, author = {Mazala, Chileya Mbasilu}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FN8ZXRRF 261495:TK2CQK8A}, keywords = {CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, SPRINT}, } @article{parsons_effects_2002, series = {Special {Issue} on {Thermal} {Comfort} {Standards}}, title = {The effects of gender, acclimation state, the opportunity to adjust clothing and physical disability on requirements for thermal comfort}, volume = {34}, issn = {0378-7788}, url = {https://www.sciencedirect.com/science/article/pii/S0378778802000099}, doi = {10.1016/S0378-7788(02)00009-9}, abstract = {A program of laboratory studies into thermal comfort requirements is presented. Two studies used groups of 16 subjects over a range of conditions (warm to cool) to investigate the effects of gender over 3h exposures in simulated living room/office environments. It was found that for identical levels of clothing and activity, there were only small differences in the thermal comfort responses of male and female subjects for neutral and slightly warm conditions. For cool conditions, female subjects tended to be cooler than males. An experiment to investigate the effects of heat acclimation on thermal comfort requirements involved six male subjects providing thermal comfort responses in neutral and slightly warm environments over 2 days. They then carried out an acclimatization program over 4 days, for 2h per day, exercising in a hot (45°C, 40\% relative humidity) environment. Thermal comfort responses were then recorded in two sessions over 2 days in identical conditions to the pre-acclimation session. It was found that changes in thermal comfort responses were small and likely to be of little practical significance. An investigation into the behavior of people to maintain thermal comfort by adjusting their clothing was conducted using eight male and eight female subjects. Seated subjects reduced or increased their clothing level by using a wardrobe of clothing that was familiar to them. It was found that subjects can adjust their clothing to maintain thermal comfort, but within limits. Upper limits (clothing off) will be determined by modesty and acceptability. Lower limits (clothing on) will be determined by clothing design and acceptability. A low air temperature limit of 18°C in freely available clothing may provide a working hypothesis. A laboratory study of thermal comfort requirements for people with physical disabilities compared responses with those of people without physical disabilities. It was found that there are few group differences between thermal comfort requirements of people with and without physical disabilities. However, there is a greater necessity to consider individual requirements for people with physical disability.}, language = {en}, number = {6}, urldate = {2022-06-03}, journal = {Energy and Buildings}, author = {Parsons, K. C.}, month = jul, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0378-7788(02)00009-9 2129771:I29BMC4U}, keywords = {Acclimation, Disability, Gender, Thermal comfort}, pages = {593--599}, } @article{kazianga_effects_2013, title = {The {Effects} of "{Girl}‐{Friendly}" {Schools}: {Evidence} from the {BRIGHT} {School} {Construction} {Program} in {Burkina} {Faso}}, volume = {5}, doi = {10.1257/app.5.3.41}, journal = {American Economic Journal: Applied Economics}, author = {Kazianga, Harounan and Levy, Dan and Linden, Leigh L. and Sloan, Matt}, year = {2013}, pages = {41--62}, } @article{markussen-brown_effects_2017, title = {The effects of language-and literacy-focused professional development on early educators and children: {A} best-evidence meta-analysis}, volume = {38}, shorttitle = {The effects of language-and literacy-focused professional development on early educators and children}, url = {https://www.sciencedirect.com/science/article/pii/S0885200616300606?casa_token=Oufr1CyzctcAAAAA:OkV8kh-vDpY6wXqCSxzyW9-xj6DMYgzagD67oDQ9VDjt9SJOGeMpblR6Yh5wRRC2Z_BWhjXUXK1B}, doi = {10.1016/j.ecresq.2016.07.002}, urldate = {2023-11-01}, journal = {Early childhood research quarterly}, author = {Markussen-Brown, Justin and Juhl, Carsten B. and Piasta, Shayne B. and Bleses, Dorthe and Højen, Anders and Justice, Laura M.}, year = {2017}, note = {Publisher: Elsevier}, pages = {97--115}, } @article{akyeampong_effects_2022, title = {The effects of language preference and home resources on foundational literacy retention during school holiday closures in {Ghana}: {Lessons} from the {Complementary} {Basic} {Education} {Programme}}, volume = {52}, issn = {1573-9090}, shorttitle = {The effects of language preference and home resources on foundational literacy retention during school holiday closures in {Ghana}}, url = {https://doi.org/10.1007/s11125-021-09590-6}, doi = {10.1007/s11125-021-09590-6}, abstract = {This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.}, language = {en}, number = {1}, urldate = {2023-01-07}, journal = {PROSPECTS}, author = {Akyeampong, Kwame and Carter, Emma and Rose, Pauline and Ryan, Jennifer and Sabates, Ricardo and Stern, Jonathan M. B.}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-021-09590-6 2129771:A8F4JM2H}, keywords = {Covid-19 school closure, Equity, Ghana, Learning, Literacy, Mother-tongue education}, pages = {115--136}, } @article{batman_effects_2021, title = {The {Effects} of {Micro}-{Reflective} {Teaching} {Practices} on the {Professional} {Skill} {Development} of {Pre}-{Service} {Physics} {Teachers}}, volume = {20}, language = {en}, number = {4}, journal = {The Turkish Online Journal of Educational Technology}, author = {Batman, Demet and Saka, Ahmet Zeki}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:D3LF4ZFA}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @article{takyi_effects_2019, series = {Journal}, title = {The effects of multi-track year-round education on the delivery of senior high school education in {Ghana}. {Lessons} from global {MT}-{YRE} systems}, doi = {10.1016/j.ijedudev.2019.102120}, abstract = {© 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making.}, journal = {International Journal of Educational Development}, author = {Takyi, Stephen Appiah and Azerigyik, Richard Apatewen and Amponsah, Owusu}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.102120 2129771:38YWEAIK 2129771:5285FCME}, } @book{collins_effects_2012, title = {The effects of {Reading} {Recovery}® on the {American} {Indian}/non-{American} {Indian} achievement gap}, publisher = {University of South Dakota}, author = {Collins, Mary L.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6FDZW5V6 2486141:5IC8PMRD}, keywords = {\_AcademicRecoveryOECS}, } @article{borkum_effects_2012, title = {The {Effects} of {School} {Libraries} on {Language} {Skills}: {Evidence} from a {Randomized} {Controlled} {Trial} in {India}.}, volume = {18183}, url = {https://www.nber.org/papers/w18183}, journal = {No}, author = {Borkum, Evan and He, Fang and Linden, Leigh L.}, year = {2012}, keywords = {⛔ No DOI found}, } @article{noauthor_effects_1997, title = {The {Effects} of {Solid} {Urban} {Wastes} on {Some} {Properties} of {Agricultural} {Soils} in {Kumbotso} {LGA}, {Kano} {State}}, language = {en}, journal = {May}, year = {1997}, note = {Place: Land Resources Development, B.U.K}, } @inproceedings{tudunwada_effects_2004, address = {Kano Tudunwada, I.Y}, title = {The {Effects} of {Solid} {Urban} {Wastes} on {Some} {Soil} {Properties} in {Kumbotso} {LGA}, {Kano} {State}}, language = {en}, booktitle = {National {Conference} of {Horticultural} {Society} of {Nigeria} ({HORTSON}}, publisher = {Daula Hotel}, author = {Tudunwada, I.Y. and Essiet, E.U.}, year = {2004}, keywords = {⛔ No DOI found}, } @misc{noauthor_effects_2007, title = {The {Effects} of {Some} {Soil} {Amendment} {Materials} in {Sorghum} and {Millets} in the {Soils} of {Challawa} {Industrial} {Area}, {Kano} {State}}, language = {en}, year = {2007}, note = {Place: August}, } @article{cooper_effects_1996, title = {The {Effects} of {Summer} {Vacation} on {Achievement} {Test} {Scores}: {A} {Narrative} and {Meta}-{Analytic} {Review}}, volume = {66}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Effects} of {Summer} {Vacation} on {Achievement} {Test} {Scores}}, url = {http://journals.sagepub.com/doi/10.3102/00346543066003227}, doi = {10.3102/00346543066003227}, language = {en}, number = {3}, urldate = {2020-08-12}, journal = {Review of Educational Research}, author = {Cooper, Harris and Nye, Barbara and Charlton, Kelly and Lindsay, James and Greathouse, Scott}, month = sep, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/00346543066003227 2129771:RB5L242Y}, keywords = {\_\_C:filed:1}, pages = {227--268}, } @article{tudunwada_effects_2007, title = {The {Effects} of {Tannery} {Sludge} on {Heavy} {Metal} {Concentrations} in {Cereals} in {Small} {Holder} {Farms} in {Kano}, {Nigeria}}, volume = {35}, language = {en}, number = {ue 2}, journal = {Not. Bot. Hort. Agrobot. Cluj}, author = {Tudunwada, I.Y.E.U.Essiet and Mohammed, S.G.}, year = {2007}, keywords = {⛔ No DOI found}, } @article{bressoux_effects_1996, title = {The effects of teachers’ training on pupils’ achievement: {The} case of elementary schools in {France}}, volume = {7}, url = {https://doi.org/10.1080/0924345960070303.}, doi = {10.1080/0924345960070303}, number = {3}, journal = {School Effectiveness and School Improvement}, author = {Bressoux, P.}, year = {1996}, pages = {252--279}, } @article{tremblay_effects_2018, title = {The effects of the quantification of faculty productivity: perspectives from the design science research community}, volume = {43}, doi = {10.17705/1CAIS.04334}, language = {en}, journal = {Communications of the Association for Information Systems}, author = {Tremblay, M.C. and Meer, D and Beck, R.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1CAIS.04334 2129771:GUCSV5WG 2486141:UB4CXZR9}, pages = {625--661}, } @article{furio_effects_2013, title = {The effects of the size and weight of a mobile device on an educational game}, volume = {64}, doi = {10.1016/j.compedu.2012.12.015}, journal = {Computers \& Education}, author = {Furió, David and González-Gancedo, Santiago and Juan, M and Seguí, Ignacio and Costa, María and others}, year = {2013}, note = {00009 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.015 10/f4thzj 2129771:QAJQFAG5 257089:IQRWC27Q}, pages = {24--41}, } @article{gormley_effects_2018, title = {The {Effects} of {Tulsa}’s {Pre}‐{K} {Program} on {Middle} {School} {Student} {Performance}.}, url = {https://doi.org/10.1002/pam.22023}, doi = {10.1002/pam.22023}, journal = {Journal of Policy Analysis and Management}, author = {Gormley, D. Phillips, W. T. Jr. and Anderson, S.}, year = {2018}, note = {Publisher: 37}, pages = {63--87}, } @article{fan_effects_2022, title = {The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber}, volume = {209}, issn = {0360-1323}, shorttitle = {The effects of ventilation and temperature on sleep quality and next-day work performance}, url = {https://www.sciencedirect.com/science/article/pii/S0360132321010568}, doi = {10.1016/j.buildenv.2021.108666}, abstract = {Ten healthy young adults slept one by one in a specially designed and constructed sleep capsule located in a climate chamber at two temperatures (24 °C and 28 °C) and two ventilation rates that ensured that the resulting CO2 concentrations were 800 and 1700 ppm. Subjectively rated sleep quality was reduced at 28 °C and reduced ventilation, while sleep onset latency was longer under these conditions. Sleep efficiency was lower at 28 °C. Subjectively rated fatigue and sleepiness decreased after sleeping under all conditions but less so after sleeping at 28 °C. The subjects indicated that their work performance improved after sleeping at 24 °C but not when ventilation was reduced and the temperature increased. Both objectively measured and subjectively rated work performance was worse after sleeping in the condition with increased temperature. The subjects felt warmer at 28 °C although the thermal environment was still rated as acceptable but the air in the capsule was rated stuffier, the acceptability of the air quality decreased and the rated odour intensity increased at this condition. The wrist skin temperature was always higher at 28 °C with reduced ventilation but only during the sleep onset latency period. The subjects felt slightly warm and rated the air stuffier when ventilation was reduced. The present results, albeit from a small exploratory pilot study, show that increased temperature and reduced ventilation both have negative effects on sleep quality, which may have consequences for next-day work performance. These pilot experiment results require validation due to the low number of subjects.}, language = {en}, urldate = {2022-05-29}, journal = {Building and Environment}, author = {Fan, Xiaojun and Shao, Huiqi and Sakamoto, Mitsuharu and Kuga, Kazuki and Lan, Li and Wyon, David P. and Ito, Kazuhide and Bivolarova, Mariya P. and Liao, Chenxi and Wargocki, Pawel}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108666 2129771:BUB5I8PW 4682641:FPDE9BKS}, keywords = {BE:RELEVANT, Next-day work performance, Physiological responses, Sleep quality, Temperature, Ventilation}, pages = {108666}, } @article{larrabee_sonderlund_efficacy_2019, title = {The efficacy of learning analytics interventions in higher education: {A} systematic review}, volume = {50}, issn = {1467-8535}, shorttitle = {The efficacy of learning analytics interventions in higher education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12720}, doi = {10.1111/bjet.12720}, abstract = {Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future research and practice. It critically synthesizes the current evidence base on learning analytics interventions, which is a field that is in constant flux and development. Implications for practice and/or policy The paper focuses on an increasing part of higher education with the goal of validating learning analytics methods and usefulness. The paper makes evidence-based recommendations for institutions wishing to implement learning analytics programs and/or interventions. The paper makes evidence-based recommendations for instructors as well as researchers in the field.}, language = {en}, number = {5}, urldate = {2022-12-23}, journal = {British Journal of Educational Technology}, author = {Larrabee Sønderlund, Anders and Hughes, Emily and Smith, Joanne}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12720 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 4804264:WTX2QXL3}, keywords = {Final\_citation, cited, existing}, pages = {2594--2618}, } @techreport{elletson_elearning_2014, address = {Germany}, title = {The {eLearning} {Africa} {Report} 2014}, institution = {ICWE}, author = {Elletson, H and MacKinnon,, A}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 257089:GN822NM5}, } @article{eberle_elements_2014, title = {The {Elements} of {Play}: {Towards} a {Philosophy} and {Definition} of {Play}}, volume = {6}, url = {https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-2-article-elements-of-play.pdf}, abstract = {Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.}, number = {2}, urldate = {2021-02-23}, journal = {American Journal of Play}, author = {Eberle, Scott G}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QGBY42NP 2486141:H52JP3DZ}, keywords = {⛔ No DOI found}, pages = {214--233}, } @book{varela_embodied_1992, title = {The {Embodied} {Mind}: {Cognitive} {Science} and {Human} {Experience}}, isbn = {978-0-262-26123-4}, shorttitle = {The {Embodied} {Mind}}, abstract = {The Embodied Mind provides a unique, sophisticated treatment of the spontaneous and reflective dimension of human experience. The authors argue that only by having a sense of common ground between mind in Science and mind in experience can our understanding of cognition be more complete. Toward that end, they develop a dialogue between cognitive science and Buddhist meditative psychology and situate it in relation to other traditions such as phenomenology and psychoanalysis.}, language = {en}, publisher = {MIT Press}, author = {Varela, Francisco J. and Rosch, Eleanor and Thompson, Evan}, month = nov, year = {1992}, note = {Google-Books-ID: QY4RoH2z5DoC KerkoCite.ItemAlsoKnownAs: 2129771:RI4NNL9M}, keywords = {Psychology / Cognitive Psychology \& Cognition}, } @techreport{ellen_emergence_2011, type = {Policy {Brief}}, title = {The emergence of a digital underclass: digital policies in the {UK} and evidence for inclusion}, url = {http://blogs.lse.ac.uk/mediapolicyproject/}, abstract = {New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available.}, number = {Media Policy Brief 3}, institution = {Department of Media and Communications, London School of Economics and Political Science, London, UK}, author = {Ellen, Helsper}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PK6SX683 5242966:U8MUDLZL}, } @inproceedings{pirkkalainen_emerging_2016, address = {New York, NY, USA}, series = {{AcademicMindtrek} '16}, title = {The {Emerging} {International} {Knowledge} {Exchange} {Barrier} in {Virtual} {Teacher} {Communities}}, isbn = {978-1-4503-4367-1}, url = {http://doi.acm.org/10.1145/2994310.2994318}, doi = {10.1145/2994310.2994318}, abstract = {Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general.}, urldate = {2018-06-09}, booktitle = {Proceedings of the 20th {International} {Academic} {Mindtrek} {Conference}}, publisher = {ACM}, author = {Pirkkalainen, Henri and Jokinen, Jussi and Pawlowski, Jan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2994310.2994318 10/gf62h8 2129771:8JCM6QAV}, keywords = {knowledge exchange, open education, teacher networks, technology acceptance, virtual community}, pages = {144--152}, } @article{mkumbuzi_emerging_2014, title = {The emerging pattern of disability in {Rwanda}}, volume = {36}, doi = {10.3109/09638288.2013.798361}, number = {6}, journal = {Disability and Rehabilitation}, author = {M’kumbuzi, Vyvienne RP and Sagahutu, J.-B. and Kagwiza, J. and Urimubenshi, G. and Mostert-Wentzel, Karien}, year = {2014}, note = {Publisher: Taylor \& Francis}, pages = {472--478}, } @article{zakharia_emerging_2020, title = {The {Emerging} {Role} of {Corporate} {Actors} as {Policymakers} in {Education} in {Emergencies}: {Evidence} from the {Syria} {Refugee} {Crisis}}, volume = {5}, issn = {2518-6833}, shorttitle = {The {Emerging} {Role} of {Corporate} {Actors} as {Policymakers} in {Education} in {Emergencies}}, url = {https://archive.nyu.edu/handle/2451/61010}, doi = {10.33682/pcbg-2fu2}, language = {en}, number = {2}, urldate = {2021-06-23}, journal = {Journal on Education in Emergencies}, author = {Zakharia, Zeena and Menashy, Francine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DCDMKV7W 2129771:J7LTB7FK 2129771:QNIFHZX8}, pages = {40}, } @article{mokmin_evaluation_2021, title = {The evaluation of chatbot as a tool for health literacy education among undergraduate students}, volume = {26}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-021-10542-y}, doi = {10.1007/s10639-021-10542-y}, abstract = {This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users’ acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot’s intents via mobile devices. The evaluation results showed that 73.3\% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37\% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.}, language = {en}, number = {5}, journal = {Education and Information Technologies}, author = {Mokmin, Nur Azlina Mohamed and Ibrahim, Nurul Anwar}, year = {2021}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:26CN8GPS 2129771:YQUFKCMU}, pages = {6033--6049}, } @article{picciano_evolution_2012, title = {The evolution of big data and learning analytics in {American} higher education.}, volume = {16}, url = {https://eric.ed.gov/?id=EJ982669}, number = {3}, urldate = {2024-02-29}, journal = {Journal of asynchronous learning networks}, author = {Picciano, Anthony G.}, year = {2012}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:6VS26TRY}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {9--20}, } @article{lemire_evolution_2023, title = {The evolution of systematic evidence reviews: {Past} and future developments and their implications for policy analysis}, volume = {51}, issn = {1555-5623, 1747-1346}, shorttitle = {The evolution of systematic evidence reviews}, url = {https://onlinelibrary.wiley.com/doi/10.1111/polp.12532}, doi = {10.1111/polp.12532}, abstract = {Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics \& Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics \& Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics \& Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。}, language = {en}, number = {3}, urldate = {2023-11-28}, journal = {Politics \& Policy}, author = {Lemire, Sebastian and Peck, Laura R. and Porowski, Allan}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2129771:P4NC7GH4 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ}, keywords = {\_Added-ailr-2024, análisis de políticas, componentes básicos, core components, evidence review, meta-analysis, metanálisis, mixed methods, métodos Mixtos, policy analysis, research synthesis, revisión de evidencia, revisión sistemática, systematic review, síntesis de Investigación, 政策分析, 核心组分, 混合方法, 研究综合, 系统性综述, 荟萃分析, 证据审查}, pages = {373--396}, } @article{fraser_evolving_2021, title = {The evolving role of preprints in the dissemination of {COVID}-19 research and their impact on the science communication landscape}, volume = {19}, issn = {1545-7885}, url = {https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000959}, doi = {10.1371/journal.pbio.3000959}, abstract = {The world continues to face a life-threatening viral pandemic. The virus underlying the Coronavirus Disease 2019 (COVID-19), Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a cultural shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19–related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, 2 growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provide evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science and the impact of the pandemic on the scientific communication landscape.}, language = {en}, number = {4}, urldate = {2021-10-05}, journal = {PLOS Biology}, author = {Fraser, Nicholas and Brierley, Liam and Dey, Gautam and Polka, Jessica K. and Pálfy, Máté and Nanni, Federico and Coates, Jonathon Alexis}, month = apr, year = {2021}, note = {Publisher: Public Library of Science}, keywords = {Altmetrics, COVID 19, Metadata, Pandemics, Peer review, SARS CoV 2, Scientific publishing, Twitter}, pages = {e3000959}, } @article{hasler_experience_2004, title = {The experience of fresher students in mathematics diagnostic testing ({MSOR})}, volume = {4}, copyright = {All rights reserved}, doi = {10.11120/msor.2004.04030017}, number = {3}, journal = {MSOR Connections}, author = {Haßler, Björn and Atkinson, Richard and Quinney, Douglas and Barry, Mike}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.11120/msor.2004.04030017 2129771:S6RTCMZZ}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, pages = {17--23}, } @inproceedings{barry_experience_2003, title = {The experience of fresher students in mathematics diagnostic testing ({Symposium} on {Undergraduate} {Mathematics} {Teaching})}, copyright = {All rights reserved}, author = {Barry, Mike and Quinney, Douglas and Haßler, Björn and Atkinson, Richard and Hirst, Christine}, month = nov, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IEX5VPZX}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{balasundran_factors_2021, title = {The {Factors} of {Using} {WhatsApp} {Application} in {Education} {Management} in {Public} {University}: {Conceptual} {Paper}}, volume = {10}, shorttitle = {The {Factors} of {Using} {WhatsApp} {Application} in {Education} {Management} in {Public} {University}}, number = {2}, journal = {Management Research Journal}, author = {Balasundran, Komathy and Pandian, Vickneswari and Pandi, Deebamalar}, year = {2021}, keywords = {⛔ No DOI found}, pages = {122--135}, } @book{crotty_foundations_2020, address = {London ; Thousand Oaks, Calif}, edition = {First edition}, title = {The {Foundations} of {Social} {Research}: {Meaning} and {Perspective} in the {Research} {Process}}, isbn = {978-0-7619-6106-2}, shorttitle = {The {Foundations} of {Social} {Research}}, language = {English}, publisher = {SAGE Publications Ltd}, author = {Crotty, Michael J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CI4PVGFK 4426965:XTWHY452}, } @incollection{danielson_framework_2013, title = {The {Framework} for {Teaching}: {Evaluation} {Instrument}}, booktitle = {The {Danielson} {Group}.}, author = {Danielson, C.}, year = {2013}, } @techreport{wargocki_full_2020, title = {The full report of {Realdania}}, abstract = {This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared.}, institution = {International Centre for Indoor Environment and Energy.}, author = {Wargocki, Pawel and Wyon, David P}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SGXEGTTH 4682641:TNZG44UN}, } @techreport{iadb_future_2019, title = {The {Future} is {Now}: {Transversal} {Skills} in {Latin} {America} and the {Caribbean} in the 21st {Century}}, url = {https://publications.iadb.org/publications/english/viewer/The-Future-is-Now-Transversal-Skills-in-Latin-America-and-the-Caribbean-in-the-21st-Century.pdf}, urldate = {2023-01-20}, institution = {Inter-American Development Bank}, author = {IADB}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:RZK4LH4N}, keywords = {Final\_citation, cited, existing}, } @book{glennie_future_2020, title = {The {Future} of {Aid}: {Global} {Public} {Investment}}, isbn = {978-1-00-026116-5}, shorttitle = {The {Future} of {Aid}}, abstract = {International cooperation has never been more needed, but the current system of “aid” is outdated and ineffective. The Future of Aid calls for a wholesale restructuring of the aid project, a totally new approach fit for the challenges of the 21st century: Global Public Investment. Across the world, billions of people are struggling to get by in unequal and unsustainable societies, and international public finance, which should be part of the answer, is woefully deficient. Engagingly written by a well-known expert in the field, The Future of Aid calls for a series of paradigm shifts. From a narrow focus on poverty to a broader attack on inequality and sustainability. From seeing international public money as a temporary last resort, to valuing it as a permanent force for good. From North-South transfers to a collective effort, with all paying in and all benefitting. From outdated post-colonial institutions to representative decision-making. From the othering and patronising language of “foreign aid”, to the empowering concept of Global Public Investment. Ten years ago, in The Trouble with Aid, Jonathan Glennie highlighted the dangers of aid dependency and the importance of looking beyond aid. Now he calls for a revolution in the way that we think about the role of public money to back up our ambitious global objectives. In the wake of the COVID-19 crisis, it is time for a new era of internationalism.}, language = {en}, publisher = {Routledge}, author = {Glennie, Jonathan}, month = nov, year = {2020}, note = {Google-Books-ID: fhMHEAAAQBAJ}, keywords = {Business \& Economics / Globalization, Education / Philosophy, Theory \& Social Aspects, Political Science / International Relations / Arms Control, Social Science / Developing \& Emerging Countries}, } @techreport{hasler_future_2007, title = {The future of information technology for education and e-learning}, copyright = {All rights reserved}, institution = {British Standards Institution}, author = {Haßler, Björn}, year = {2007}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:93LS4DMS}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @techreport{lee_future_2017, title = {The {Future} of {Jobs} and {Jobs} {Training}}, abstract = {As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?}, institution = {Pew Research Center}, author = {Lee, Rainee and Anderson, Janna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UTDRSJY7 5242966:3JXZP3VB}, } @techreport{world_economic_forum_future_2016, title = {The {Future} of {Jobs}: {Employment}, {Skills} and {Workforce} {Strategy} for the {Fourth} {Industrial} {Revolution}}, url = {http://wef.ch/1XIgRU9}, abstract = {The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others.}, language = {en-US}, urldate = {2020-09-09}, institution = {World Economic Forum}, author = {World Economic Forum}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JL3VNPVJ 2486141:CDLXVGX8}, } @techreport{unwin_future_2017, title = {The {Future} of {Learning} and {Technology} in {Deprived} {Contexts}}, author = {Unwin, Tim and Weber, Mark and Brugha, Meaghan and Hollow, David}, year = {2017}, } @book{lee_future_2021, address = {Singapore}, series = {The {ICT} and {Evolution} of {Work}}, title = {The {Future} of {Service} {Post}-{COVID}-19 {Pandemic}, {Volume} 1: {Rapid} {Adoption} of {Digital} {Service} {Technology}}, isbn = {978-981-334-125-8 978-981-334-126-5}, shorttitle = {The {Future} of {Service} {Post}-{COVID}-19 {Pandemic}, {Volume} 1}, url = {http://link.springer.com/10.1007/978-981-33-4126-5}, language = {en}, urldate = {2022-04-05}, publisher = {Springer Singapore}, editor = {Lee, Jungwoo and Han, Spring H.}, year = {2021}, doi = {10.1007/978-981-33-4126-5}, } @misc{hasler_future_2020, title = {The future of the teaching profession - {Bibliography}}, url = {https://docs.opendeved.net/lib/7FH8KI2Y}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7FH8KI2Y 2486141:8HGHTMSR}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_yl:y}, } @book{choi_future_2020, address = {Washington, DC, USA}, series = {Africa {Development} {Forum} series}, title = {The future of work in {Africa}: harnessing the potential of digital technologies for all}, copyright = {Creative Commons Attribution CC BY 3.0 IGO}, isbn = {978-1-4648-1445-7 978-1-4648-1444-0}, shorttitle = {The future of work in {Africa}}, language = {eng}, publisher = {World Bank Group}, editor = {Choi, Jieun and Dutz, Mark Andrew and Usman, Zainab}, year = {2020}, doi = {10.1596/978-1-4648-1444-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1444-0 2129771:L45ANXFI}, keywords = {\_yl:a}, } @misc{bughin_jacques_future_2018, title = {The future of work: {Switzerland}’s digital opportunity}, url = {https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity}, urldate = {2024-01-12}, journal = {McKinsey}, author = {{Bughin, Jacques} and {Ziegler, Marco} and {Mischke, Jan} and {Wenger, Felix} and {Reich, Angelika} and {Läubli, Daniel} and {Schmidt, Minna}}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S96AUIPR 5242966:9ABU3A7K}, } @techreport{bughin_future_2018, title = {The future of work: {Switzerland}’s digital opportunity}, url = {https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity}, institution = {https://www.mckinsey.com/mgi/overview}, author = {Bughin, Jacques and Ziegler, Marco and Mischke, Jan and Wenger, Felix and Reik, Angelika and Läubli, Daniel and Sen, Mita and Schmidt, Minna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZDEBME8P 5242966:PPRBF5FM}, } @article{bates_generalizability_2017, title = {The {Generalizability} {Puzzle}}, url = {https://ssir.org/articles/entry/the_generalizability_puzzle}, abstract = {Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.}, language = {en-us}, urldate = {2023-10-26}, journal = {Stanford Social Innovation Review}, author = {Bates, Mary Ann and Glennerster, Rachel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6CTJ2XQQ 2486141:XU66ZGBE}, keywords = {⛔ No DOI found}, } @inproceedings{wilson_german_2000, address = {San Antonio, Texas, USA}, title = {The {German} '{Dual} {System}' of {Occupational} {Training}:}, abstract = {Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64\%-81\% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN)}, language = {en}, author = {Wilson, David N}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7APR67LA 2249382:EXUHFNVT 2317526:P7USE6YS}, keywords = {⛔ No DOI found}, } @techreport{feijao_global_2021, title = {The global digital skills gap: {Current} trends and future directions}, url = {https://www.rand.org/pubs/research_reports/RRA1533-1.html}, abstract = {The overarching aim of the research was to carry out a scoping study to examine the evidence associated with various aspects of the current digital skills landscape, focusing on the digital skills gap. We sought to better understand whether and why the digital skills gap is widening, as well as its implications for digital and social inequalities, and what various stakeholders are doing in response.}, number = {RR-A1533-1}, institution = {Rand Corporation}, author = {Feijao, Carolina and Flanagan, Isabel and Van Stolk, Christian and Gunashekar, Salil}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8VW9S2XH 5242966:4ERY6WQI}, pages = {41}, } @misc{world_bank_global_nodate, title = {The global education crisis – even more severe than previously estimated}, url = {https://blogs.worldbank.org/education/global-education-crisis-even-more-severe-previously-estimated}, abstract = {The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing \$17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob}, language = {en}, urldate = {2022-01-18}, author = {{World Bank}}, } @misc{noauthor_global_nodate, title = {The {Global} {Learning} for {Adaptive} {Management} initiative ({GLAM})}, url = {https://www.odi.org/projects/2918-global-learning-adaptive-management-initiative-glam}, abstract = {GLAM is a global learning alliance that aims to actively identify, operationalise and promote rigorous evidence-based approaches to adaptive management.}, language = {en}, urldate = {2020-09-06}, journal = {ODI}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SFWV9587}, } @article{brown_global_2021, title = {The {Global} {Micro}-credential {Landscape}: {Charting} a {New} {Credential} {Ecology} for {Lifelong} {Learning}}, volume = {8}, copyright = {Copyright (c) 2021 Mark Brown, Mairéad Nic Giolla Mhichíl , Elaine Beirne, Conchúr Mac Lochlainn}, issn = {2311-1550}, shorttitle = {The {Global} {Micro}-credential {Landscape}}, url = {https://jl4d.org/index.php/ejl4d/article/view/525}, abstract = {This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Brown, Mark and Mhichíl, Mairéad Nic Giolla and Beirne, Elaine and Lochlainn, Conchúr Mac}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:C3TSQ4HL}, keywords = {Credentials, Digital Badges, Employability, Micro-credentials, Transversal Skills, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {228--254}, } @book{ajadi_good_2013, address = {Robbinston}, edition = {Winter}, title = {'{The} {Good} and the {Bad}', {Off} the coast international poetry journal}, language = {en}, publisher = {Resolute Bear Press}, author = {Ajadi, S.B.}, year = {2013}, } @incollection{wegerif_grammar_2023, title = {The '{Grammar}' of {Educational} {Technology}}, isbn = {978-1-00-319849-9}, abstract = {Designing educational technology implies ways of thinking about the role of technology in the educational process. This chapter looks at some of the most influential ways in which the role of digital technology in education has been imagined: technology as a ‘teaching machine’, as a ‘tool for thinking’ and as a ‘learning environment’.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 19}, } @article{noauthor_gravediggers_nodate, title = {The gravedigger’s truth: {Hidden} coronavirus deaths}, shorttitle = {The gravedigger’s truth}, url = {https://www.bbc.co.uk/news/av/world-africa-53521563}, abstract = {Somalia has fewer than 100 official Covid-19 deaths. But its cemeteries tell a different story.}, language = {en-GB}, urldate = {2020-11-08}, journal = {BBC News}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VEVJZRPI}, } @article{de_vries_growing_2023, title = {The growing energy footprint of artificial intelligence}, volume = {7}, url = {https://www.cell.com/joule/pdf/S2542-4351(23)00365-3.pdf}, doi = {10.1016/j.joule.2023.09.004}, number = {10}, urldate = {2024-03-17}, journal = {Joule}, author = {De Vries, Alex}, year = {2023}, note = {Publisher: Elsevier}, keywords = {\_yl:a}, pages = {2191--2194}, } @misc{gsma_gsma_2019, title = {The {GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, language = {EN}, author = {GSMA}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:FJQXPEM9}, } @techreport{resonance_global_guide_nodate, title = {The {Guide} to {Cross} {Sector} {Collaboration}}, url = {https://www.resonanceglobal.com/hubfs/eBooks/theGuideToCrossSectorCollaboration.pdf?hsCtaTracking=af678517-afba-45f5-953d-8d0a8554a5ca%7C81990f90-29dd-4d24-abd5-531b55e7665f}, author = {{Resonance Global}}, } @book{mercer_guided_1995, address = {Bristol}, title = {The {Guided} {Construction} of {Knowledge}: {Talk} {Amongst} {Teachers} and {Learners}}, publisher = {Multilingual Matters}, author = {Mercer, Neil}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIHX3J9V 2486141:F33YGYMJ}, } @misc{noauthor_guidelines_nodate, title = {The {Guidelines} for {Registration} of {Training} {Providers}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XIRCV8UV}, } @book{lindzey_handbook_1998, address = {New York}, title = {The {Handbook} of {Social} {Psychology}}, language = {hu}, publisher = {Oxford University Press}, author = {Lindzey, G. and Gilbert, D. and Fiske, S.T.}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:87KPJ7WR 2486141:ZCTRIPS8}, } @article{inthout_hartung-knapp-sidik-jonkman_2014, title = {The {Hartung}-{Knapp}-{Sidik}-{Jonkman} method for random effects meta-analysis is straightforward and considerably outperforms the standard {DerSimonian}-{Laird} method}, volume = {14}, issn = {1471-2288}, url = {https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-14-25}, doi = {10.1186/1471-2288-14-25}, abstract = {Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25\% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p {\textless} 0.05) findings using empirical data of recent meta-analyses with {\textgreater} = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5\%, the HKSJ error rates at most doubled, whereas for DL they could be over 30\%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1\% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = {\textless}5 studies of very unequal sizes.}, language = {en}, number = {1}, urldate = {2023-11-02}, journal = {BMC Medical Research Methodology}, author = {IntHout, Joanna and Ioannidis, John Pa and Borm, George F}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2QH76NLV 2129771:FI2ZBCEW}, pages = {25}, } @article{avitabile_heterogeneous_2018, title = {The {Heterogeneous} {Effect} of {Information} on {Student} {Performance}: {Evidence} from a {Randomized} {Control} {Trial} in {Mexico}.}, volume = {135}, url = {https://www.sciencedirect.com/science/article/pii/S0304387818304565}, doi = {10.1016/j.jdeveco.2018.07.008}, journal = {Journal of Development Economics}, author = {Avitabile, Ciro and Hoyos, Rafael De}, year = {2018}, pages = {318--348}, } @misc{noauthor_hidden_nodate, title = {The hidden crisis: {Armed} conflict and education {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://en.unesco.org/gem-report/report/2011/hidden-crisis-armed-conflict-and-education}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XCZE7IM3}, } @article{noauthor_hidden_nodate, title = {The hidden lives of ‘housegirls’}, url = {https://www.bbc.co.uk/news/av/world-africa-48308502}, abstract = {A charity in Kenya is calling for the introduction of laws to protect domestic workers to ensure their safety.}, language = {en-GB}, urldate = {2020-11-10}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YVEUEWBR}, } @article{combrinck_hidden_2008, title = {The hidden ones: children with disabilities in {Africa} and the right to education}, shorttitle = {The hidden ones}, journal = {Children’s rights in Africa: A legal perspective}, author = {Combrinck, Helene}, year = {2008}, keywords = {⛔ No DOI found}, pages = {311}, } @article{biro_hospitals_2014, title = {The {Hospitals} / {Residents} {Problem} with {Couples}: {Complexity} and {Integer} {Programming} {Models}}, shorttitle = {The {Hospitals} / {Residents} {Problem} with {Couples}}, url = {http://arxiv.org/abs/1308.4534}, abstract = {The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland.}, urldate = {2021-03-07}, journal = {arXiv:1308.4534 [cs]}, author = {Biro, P. and Manlove, D. F. and McBride, I.}, month = may, year = {2014}, note = {arXiv: 1308.4534}, keywords = {Computer Science - Data Structures and Algorithms, \_C:Canada CAN, \_C:Hungary HUN, \_C:Japan JPN, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{noauthor_howsandwhysedtechevidence_wikitpdf_nodate, title = {The+{Hows}+and+{Whys}+of+{EdTech}+{Evidence}\_WiKIT.pdf}, } @article{liyanagunawardena_impact_2013, title = {The impact and reach of {MOOCs}: {A} developing countries’ perspective}, volume = {33}, issn = {1887-1542}, shorttitle = {The impact and reach of {MOOCs}}, language = {en}, journal = {eLearning Papers}, author = {Liyanagunawardena, T. and Williams, S. and Adams, A.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:SIH8JB3D}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {38--46}, } @article{liyanagunawardena_impact_2013, title = {The impact and reach of {MOOCs}: {A} developing countries’ perspective}, volume = {33}, copyright = {cc\_by\_nc\_nd}, issn = {1887-1542}, shorttitle = {The impact and reach of {MOOCs}}, url = {http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf}, abstract = {Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.}, language = {en}, number = {33}, urldate = {2015-01-21}, journal = {eLearning Papers}, author = {Liyanagunawardena, Tharindu and Williams, Shirley and Adams, Andrew}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EGN52YWE 2129771:I236WQ36 2129771:P768IDQH 2339240:KUBQWJSR 2339240:U3ZRM9IM 2405685:4RBFSPKP 2405685:WBWECXQ5 2486141:9GZATIPJ 261495:JMKKF9GF}, keywords = {C:Low- and middle-income countries, MOOCs, NOTdocs.opendeved.net, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Burundi BDI, \_C:China CHN, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Italy ITA, \_C:Jordan JOR, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {38--46}, } @techreport{mcburnie_impact_2022, type = {Working {Paper}}, title = {The impact {GIS}-supported teacher allocation in {Sierra} {Leone}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HT8ZGKAB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Haßler, Björn}, month = mar, year = {2022}, doi = {10.5281/zenodo.5896640}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:SMVFRCNY 2405685:HT8ZGKAB}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{mpofu_impact_2013, title = {The {Impact} {O} {Ict} {In} {Learning} {Through} {Distance} {Education} {Programmes} {At} {Zimbabwe} {Open} {University} ({Zou}): {Roles} {Of} {Ict} {In} {Learning} {Through} {Distance} {Education} {Programmes}}, volume = {14}, shorttitle = {The {Impact} {O} {Ict} {In} {Learning} {Through} {Distance} {Education} {Programmes} {At} {Zimbabwe} {Open} {University} ({Zou})}, number = {1}, journal = {Turkish online Journal of distance education}, author = {Mpofu, John and Chimhenga, Sylod and Onias, MAFA}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LINAHW43 4502395:DW2NZT76 4502395:QB7P7R7Z 4502395:S5LENG4E}, keywords = {⛔ No DOI found}, pages = {64--74}, } @article{perera_impact_2019, title = {The impact of a mathematics computer-assisted learning platform on students' mathematics test scores}, url = {https://ideas.repec.org//p/unm/unumer/2019007.html}, abstract = {Since 2013, the Uruguayan educational system has been using an online adaptive learning tool for mathematics: The Mathematics Adaptive Platform (PAM for its Spanish acronym). PAM's content has been adapted to the national curriculum and it is a tool that - based on an analysis of students' experiences - offers personalised feedback according to each student's skill level. The use of PAM has been spreading throughout the education system. By 2016, approximately half of all students in 3rd through 6th grades of primary education had used the platform. The purpose of this study is to identify the effect of the use of PAM on the test score gain in mathematics based on longitudinal data from a sample of students in primary education. The results show a positive effect of 0.2 standard deviations on mathematics test scores. Results also show that the impact of PAM increases as the socioeconomic status of students decreases. There is no heterogeneous impact by gender. This is the first evidence at a country-wide level of the impact of a pedagogical tool of this type.}, language = {en}, urldate = {2022-12-25}, journal = {MERIT Working Papers}, author = {Perera, Marcelo and Aboal, Diego}, month = mar, year = {2019}, note = {Number: 2019-007 Publisher: United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (MERIT) KerkoCite.ItemAlsoKnownAs: 4804264:24EW6UH9}, keywords = {Evaluation of Computer Assisted Learning systems, Final\_citation, Mathematics, Uruguay, cited, existing, ⛔ No DOI found}, } @misc{edtech_hub_impact_2022, title = {The {Impact} of a {Tech}-{Supported}, {School}-{Based} {TPD} {Model} on {Learning} {Outcomes} in {Tanzania}}, url = {https://edtechhub.org/evidence/edtech-hub-research-portfolio/study-4/}, abstract = {The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania In partnership with Aga Khan University and Tanzania Institute of Education Country: Tanzania {\textbar} Topic Area: Teacher Continuous Professional Development (TCPD) Project summary The study researches effective and cost-effective sustainable, technology-supported, decentralised, and school-based Teacher Continuous Professional Development (TCPD) models to improve learning outcomes in rural primary…}, language = {en-US}, urldate = {2022-12-22}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35LL73NE 4426965:RRIBCEWR}, } @article{de_hoyos_navarro_impact_2015, series = {Policy {Research} {Working} {Paper} {No}. {WPS} 7393}, title = {The {Impact} of an {Accountability} {Intervention} {With} {Diagnostic} {Feedback}: {Evidence} from {Mexico} ({English})}, volume = {133}, url = {http://documents.worldbank.org/curated/en/297561468188928817/The-impact-of-an-accountability-intervention-with-diagnostic-feedback-evidencefrom-Mexico}, journal = {The Quarterly Journal of Economics}, author = {de Hoyos Navarro, E.Rafael and Moreno, Vincente A.Garcia and Patrinos, Harry Anthony}, year = {2015}, note = {Place: Washington, D. C Publisher: World Bank Group}, keywords = {⛔ No DOI found}, pages = {993--1039}, } @article{noauthor_impact_2014, title = {'{The} {Impact} of an {Adolescent} {Girls} {Employment} {Program}. {The} {EPAG} {Project} in {Liberia}. ', {Policy} {Research} {Working} {Paper}, {The} {World} {Bank}}, year = {2014}, } @book{european_commission_joint_research_centre_impact_2018, address = {LU}, title = {The impact of {Artificial} {Intelligence} on learning, teaching, and education.}, url = {https://data.europa.eu/doi/10.2760/12297}, abstract = {This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning.}, language = {en}, urldate = {2023-09-19}, publisher = {Publications Office}, author = {{European Commission. Joint Research Centre.}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:BMJRCCU7}, } @misc{utilities_one_impact_2023, title = {The {Impact} of {Broadband} {Network} {Construction} on {Education}}, url = {https://utilitiesone.com/the-impact-of-broadband-network-construction-on-education}, abstract = {Being connected to the digital world is no longer a luxury, but a necessity in today's society. The internet has become a powerful tool in various aspects of our lives, including education. However, not all students have equal access to this invaluable resource, leading to what is commonly known as the "homework gap.}, language = {en}, urldate = {2024-03-05}, journal = {Utilities One}, author = {{Utilities One}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:3T4QPRRH}, keywords = {Final\_citation}, } @article{jukes_impact_2016, title = {The impact of child-to-child reading on reading skills and motivation}, author = {Jukes, M.C.H. and Dubeck, M.M. and Adelman, E. and Sheppard, M. and Jasti, C. and Turner, E.}, year = {2016}, keywords = {⛔ No DOI found}, } @article{barrett_impact_2015, title = {The impact of classroom design on pupils' learning: {Final} results of a holistic, multi-level analysis}, volume = {89}, issn = {0360-1323}, shorttitle = {The impact of classroom design on pupils' learning}, url = {https://www.sciencedirect.com/science/article/pii/S0360132315000700}, doi = {10.1016/j.buildenv.2015.02.013}, abstract = {Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50\% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16\% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.}, language = {en}, urldate = {2022-05-28}, journal = {Building and Environment}, author = {Barrett, Peter and Davies, Fay and Zhang, Yufan and Barrett, Lucinda}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2015.02.013 2129771:LZJHVL5P 4682641:F2PCL2UY}, keywords = {BE:RELEVANT, Evidence, Holistic, Learning impacts, Multi-level modelling, Multi-sensory, School design}, pages = {118--133}, } @article{cordingley_impact_2005, title = {The impact of collaborative continuing professional development ({CPD}) on classroom teaching and learning}, journal = {Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning}, author = {Cordingley, Philippa and Bell, Miranda and Thomason, S. and Firth, A.}, year = {2005}, keywords = {⛔ No DOI found}, } @article{mbazzi_impact_2020, title = {The impact of {COVID}-19 measures on children with disabilities and their families in {Uganda}}, journal = {Disability \& Society}, author = {Mbazzi, Femke Bannink and Nalugya, Ruth and Kawesa, Elizabeth and Nimusiima, Claire and King, Rachel and Van Hove, Geert and Seeley, Janet}, year = {2020}, note = {Publisher: Taylor \& Francis}, keywords = {⛔ No DOI found}, pages = {1--24}, } @article{upoalkpajor_impact_2020, title = {The {Impact} of {COVID}-19 on {Education} in {Ghana}}, issn = {2581-6268}, url = {https://www.journalajess.com/index.php/AJESS/article/view/30238}, doi = {10.9734/ajess/2020/v9i130238}, language = {en-US}, urldate = {2021-10-05}, journal = {Asian Journal of Education and Social Studies}, author = {Upoalkpajor, Joshua-Luther Ndoye and Upoalkpajor, Cornelius Bawa}, month = jun, year = {2020}, keywords = {COVID-19, Epidemic, impact, lockdown, virus}, pages = {23--33}, } @techreport{alon_impact_2020, type = {Working {Paper}}, title = {The {Impact} of {COVID}-19 on {Gender} {Equality}}, url = {http://www.nber.org/papers/w26947}, abstract = {The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care.}, number = {26947}, urldate = {2020-08-12}, institution = {National Bureau of Economic Research}, author = {Alon, Titan and Doepke, Matthias and Olmstead-Rumsey, Jane and Tertilt, Michèle}, month = apr, year = {2020}, doi = {10.3386/w26947}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w26947 2129771:XA775WNV}, } @article{kanwar_impact_2020, title = {The {Impact} of {Covid}-19 on {International} {Higher} {Education}: {New} {Models} for the {New} {Normal}}, volume = {7}, copyright = {Copyright (c) 2020 Asha Kanwar, Alexis Carr}, issn = {2311-1550}, shorttitle = {The {Impact} of {Covid}-19 on {International} {Higher} {Education}}, url = {https://jl4d.org/index.php/ejl4d/article/view/467}, abstract = {COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Kanwar, Asha and Carr, Alexis}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:K8A9ZZE5}, keywords = {Higher Education and Covid-19, International Higher Education, Internationalisation, ⛔ No DOI found}, pages = {326--333}, } @article{owusu-fordjour_impact_2020, title = {The {Impact} of {Covid}-19 on {Learning} - the {Perspective} of the {Ghanaian} {Student}}, volume = {0}, copyright = {Copyright (c) 2020 C. Owusu-Fordjour, C. K. Koomson, D. Hanson}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/3000}, doi = {10.46827/ejes.v0i0.3000}, abstract = {This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations:}, language = {en}, number = {0}, urldate = {2020-08-12}, journal = {European Journal of Education Studies}, author = {Owusu-Fordjour, C. and Koomson, C. K. and Hanson, D.}, month = apr, year = {2020}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2129771:L6VV3C9M 2129771:T9U4AGSJ 2405685:EQNYAN9P}, keywords = {\_COVID\_DEAA-List, \_\_C:filed:1, emotions, highlife music, lyrics, popular music, structure, ⚠️ Invalid DOI}, } @article{chiwaula_impact_2021, title = {The {Impact} of {COVID}-19 on {Primary} {Education} in {Malawi}: {Exploring} {Policy} {Responses} and {Practices}}, volume = {24}, shorttitle = {The {Impact} of {COVID}-19 on {Primary} {Education} in {Malawi}}, number = {2}, journal = {Journal of international cooperation in education}, author = {Chiwaula, Lizzie W. and Kadzamira, Esme Chipo and Meke, Elizabeth Selemani}, year = {2021}, note = {Publisher: 広島大学教育開発国際協力研究センター KerkoCite.ItemAlsoKnownAs: 2129771:M5AD8EXZ 4752638:HAXPCCAM 4752638:K5EBM6UI 4752638:WUQTNEFZ}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, pages = {61--76}, } @techreport{aucejo_impact_2020, type = {Working {Paper}}, title = {The {Impact} of {COVID}-19 on {Student} {Experiences} and {Expectations}: {Evidence} from a {Survey}}, shorttitle = {The {Impact} of {COVID}-19 on {Student} {Experiences} and {Expectations}}, url = {http://www.nber.org/papers/w27392}, abstract = {In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13\% of students have delayed graduation, 40\% lost a job, internship, or a job offer, and 29\% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55\% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.}, number = {27392}, urldate = {2020-08-12}, institution = {National Bureau of Economic Research}, author = {Aucejo, Esteban M and French, Jacob F and Araya, Maria Paola Ugalde and Zafar, Basit}, month = jun, year = {2020}, doi = {10.3386/w27392}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27392 2129771:T3PSMFPC}, } @article{tadesse_impact_2020, title = {The {Impact} of {COVID}-19 {Pandemic} on {Education} {System} in {Developing} {Countries}: {A} {Review}}, volume = {8}, copyright = {http://creativecommons.org/licenses/by/4.0/}, shorttitle = {The {Impact} of {COVID}-19 {Pandemic} on {Education} {System} in {Developing} {Countries}}, url = {http://www.scirp.org/Journal/Paperabs.aspx?paperid=103646}, doi = {10.4236/jss.2020.810011}, abstract = {Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.}, language = {en}, number = {10}, urldate = {2021-10-05}, journal = {Open Journal of Social Sciences}, author = {Tadesse, Seble and Muluye, Worku}, month = sep, year = {2020}, note = {Number: 10 Publisher: Scientific Research Publishing}, pages = {159--170}, } @article{higgins_impact_2012, title = {The {Impact} of {Digital} {Technology} on {Learning}: {A} {Summary} for the {Education} {Endowment} {Foundation}. {Full} {Report}.}, shorttitle = {The {Impact} of {Digital} {Technology} on {Learning}}, journal = {Education Endowment Foundation}, author = {Higgins, Steven and Xiao, ZhiMin and Katsipataki, Maria}, year = {2012}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:HTEH36SQ 4426965:EIQ9K8TX}, keywords = {⛔ No DOI found}, } @techreport{higgins_impact_2012, title = {The {Impact} of {Digital} {Technology} on {Learning}: {A} {Summary} for the {Education} {Endowment} {Foundation}. {Full} {Report}}, shorttitle = {The {Impact} of {Digital} {Technology} on {Learning}}, url = {https://eric.ed.gov/?id=ED612174}, abstract = {The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.}, language = {en}, urldate = {2023-10-26}, institution = {Education Endowment Foundation}, author = {Higgins, Steven and Xiao, ZhiMin and Katsipataki, Maria}, month = nov, year = {2012}, note = {Publication Title: Education Endowment Foundation ERIC Number: ED612174 KerkoCite.ItemAlsoKnownAs: 2129771:FU77RK46 2486141:AXVNBAJK}, keywords = {Academic Achievement, Educational Research, Educational Trends, Foreign Countries, Global Approach, Influence of Technology, Meta Analysis, Technology Uses in Education}, } @article{duflo_impact_2004, title = {The {Impact} of {Education} on {Fertility} and {Child} {Mortality}: {Do} {Fathers} {Really} {Matter} {Less} {Than} {Mothers}?}, volume = {10513}, url = {https://www.nber.org/papers/w10513}, journal = {NBER Working Paper}, author = {Duflo, E. and Breierova, L.}, year = {2004}, keywords = {⛔ No DOI found}, } @techreport{snilstveit_impact_2016, title = {The impact of education programmes on learning and school participation in low- and middle-income countries}, url = {http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, language = {en}, urldate = {2020-11-23}, institution = {International Initiative for Impact Evaluation (3ie)}, author = {Snilstveit, Birte and Stevenson, Jennifer and Menon, Radhika and Phillips, Daniel and Gallagher, Emma and Geleen, Maisie and {Maxwell Stamp} and Jobse, Hannah and Schmidt, Tanja and Jimenez, Emmanuel and {Maxwell Stamp} and Jobse, Hannah and {Independent Consultant} and Schmidt, Tanja and {Independent Consultant} and Jimenez, Emmanuel and {International Initiative for Impact Evaluation (3ie)}}, month = sep, year = {2016}, doi = {10.23846/SRS007}, note = {Edition: 2016 KerkoCite.ItemAlsoKnownAs: 10.23846/SRS007 2129771:AH2QWYTG 2486141:BU39C55H}, keywords = {\_Added to LR, \_G:reviewed}, } @article{ismail_impact_2018, title = {The {Impact} of {Entrepreneurship} {Training} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13781}, abstract = {Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant}, language = {en}, urldate = {2022-12-18}, author = {Ismail, Zenobia}, month = apr, year = {2018}, note = {Accepted: 2018-05-31T12:20:48Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KGA9SKUV 4869029:B639LLKX}, keywords = {⛔ No DOI found}, } @incollection{duflo_impact_2017, address = {Cambridge, MA}, title = {The impact of free secondary education: {Experimental} evidence from {Ghana}}, booktitle = {Massachusetts {Institute} of {Technology} {Working} {Paper}}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, year = {2017}, } @incollection{duflo_impact_2019, title = {The {Impact} of {Free} {Secondary} {Education}: {Experimental} {Evidence} from {Ghana}.}, url = {https://web.stanford.edu/}, booktitle = {Working {Paper}.}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, year = {2019}, } @article{borzekowski_impact_2019, title = {The impact of {Galli} {Galli} {Sim} {Sim} on {Indian} preschoolers}, volume = {64}, issn = {0193-3973}, url = {https://www.sciencedirect.com/science/article/pii/S019339731830251X}, doi = {10.1016/j.appdev.2019.101054}, abstract = {While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.}, language = {en}, urldate = {2022-12-25}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G. and Singpurwalla, Darius and Mehrotra, Deepti and Howard, Donna}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 4804264:Y2HM62KX}, keywords = {Final\_citation, cited, existing}, pages = {101054}, } @techreport{edtech_hub_impact_2022, type = {{HLR3} {Output}}, title = {The {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 3}, url = {https://docs.edtechhub.org/lib/QAH4K4D6}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {{EdTech Hub} and {Education Commission} and {Fab Inc.}}, year = {2022}, doi = {10.53832/edtechhub.0055}, note = {ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0055 2129771:RIHMNP95 2405685:QAH4K4D6}, keywords = {\_C:Sierra Leone SLE}, } @techreport{mcburnie_impact_2022, type = {{HLR3} {Output}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {High}-level findings on teacher preferences in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/SE5JPCX2}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman}, year = {2022}, doi = {10.5281/zenodo.6504993}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:38B3CUIM}, keywords = {\_C:Sierra Leone SLE}, } @techreport{mcburnie_impact_2022, type = {{HLR3} {Output}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {High}-level findings on teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SE5JPCX2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman}, month = may, year = {2022}, doi = {10.5281/zenodo.6504993}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:7AXGA8UK 2405685:SE5JPCX2}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{mcburnie_impact_2022, type = {Working {Paper}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {Inception} {Report}}, url = {https://docs.edtechhub.org/lib/HT8ZGKAB}, institution = {EdTech Hub}, author = {McBurnie, Chris and Haßler, Björn}, year = {2022}, doi = {10.5281/zenodo.5896640}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:MUPACN2Q}, keywords = {\_C:Sierra Leone SLE}, } @article{kadzamira_impact_2001, title = {The impact of {HIV}/{AIDS} on formal schooling in {Malawi}}, author = {Kadzamira, Esme C. and Swainson, Nicola and Maluwa-Banda, Dixie and Kamlongera, Augustine}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FSWXSXYG 4752638:HJ32HSDP 4752638:QNLGBMJU 4752638:TNEHDSZA}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{kadzamira_impact_2001, title = {The impact of {HIV}/{AIDS} on primary and secondary schooling in {Malawi}: {Developing} a comprehensive strategic response}, shorttitle = {The impact of {HIV}/{AIDS} on primary and secondary schooling in {Malawi}}, journal = {Malawi: Ministry of Education}, author = {Kadzamira, Esme Chipo and Banda, Dixie Maluwa and Kamlongera, Augustine and Swainson, Nicola}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CX54FF7N 4752638:2JPJD35E 4752638:ACXAXMES 4752638:RPN8H3NK}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @book{chawani_impact_2003, title = {The impact of {HIV}/{AIDS} on the education sector in {Malawi}}, publisher = {Ministry of Education, Science and Technology (MoEst), Government of Malawi}, author = {Chawani, Brenner Samuel and Kadzamira, Esme C.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N6D49ERU 4752638:P2DTCJ8Q}, keywords = {\_C:Malawi MWI}, } @article{chawani_impact_2004, title = {The {Impact} of {HIV}/{AIDS} on the {Education} {Sector} in {Malawi}: {Study} 2; {Examining} the {Impact} of {HIV}/{AIDS} on {Governance} in the {Education} {Sector}}, shorttitle = {The {Impact} of {HIV}/{AIDS} on the {Education} {Sector} in {Malawi}}, journal = {Ministry of Education Science and Technology (MoEST)/IIEP-UNESCO, Lilongwe, Malawi}, author = {Chawani, Brenner S. and Kadzamira, Esme}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QDYRSE34 4752638:H2HYBQPG}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{gallego_impact_2016, title = {The {Impact} of {Information} {Provision} on {Human} {Capital} {Accumulation} and {Child} {Labor} in {Peru}.}, url = {https://www.poverty-action.org/printpdf/21321}, author = {Gallego, Francisco and Neilson, Christopher and Molina, Oswaldo}, year = {2016}, keywords = {⛔ No DOI found}, } @misc{ipa_impact_2016, title = {The {Impact} of {Information} {Provision} on {Human} {Capital} {Accumulation} and {Child} {Labor} in {Peru}}, url = {https://www.poverty-action.org/study/information-about-returns-post-primary-education-peru}, abstract = {One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Using a series of telenovela-style videos screened as part of the curriculum in schools as well as through an interactive tablet app, the research project evaluated how information provided at different ages could shape human capital decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed. The policy has now been adopted by the government and scaled up to 100 percent of public schools with full class days.}, language = {en}, urldate = {2022-12-25}, journal = {Innovations for Poverty Action}, author = {IPA}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:INQKWWZX}, keywords = {Final\_citation, cited, existing}, } @article{drane_impact_nodate, title = {The impact of ‘learning at home’ on the educational outcomes of vulnerable children in {Australia} during the {COVID}-19 pandemic}, language = {en}, author = {Drane, Catherine and Vernon, Lynette and O’Shea, Sarah}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8C4LRFYQ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {17}, } @article{colvard_impact_nodate, title = {The {Impact} of {Open} {Educational} {Resources} on {Various} {Student} {Success} {Metrics}}, language = {en}, author = {Colvard, Nicholas B and Watson, C Edward and Park, Hyojin}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NSQHRWL8}, keywords = {⛔ No DOI found}, pages = {15}, } @article{quak_impact_2020, title = {The {Impact} of {Public} {Finance} {Management} ({PFM}) {Reforms} on {Education} in {Tanzania}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14999}, abstract = {This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania.}, language = {en}, urldate = {2022-12-18}, author = {Quak, Evert-jan}, month = jan, year = {2020}, note = {Accepted: 2020-02-04T15:36:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JB22JXXU 4869029:8SQDFB3G}, keywords = {⛔ No DOI found}, } @article{grant_impact_2017, title = {The {Impact} of {School} {Health} {Programmes}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13185}, abstract = {This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education.}, language = {en}, urldate = {2022-12-18}, author = {Grant, Catherine}, month = apr, year = {2017}, note = {Accepted: 2017-09-08T16:02:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:IFH88U6Q 4869029:FJJRE8KP}, keywords = {⛔ No DOI found}, } @article{galabawa_impact_2002, title = {The impact of school mapping in the development of education in {Tanzania}: an assessment of the experiences of six districts}, volume = {25}, issn = {0149-7189}, shorttitle = {The impact of school mapping in the development of education in {Tanzania}}, url = {http://www.sciencedirect.com/science/article/pii/S0149718901000465}, doi = {10.1016/S0149-7189(01)00046-5}, abstract = {In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action.}, language = {en}, number = {1}, urldate = {2021-01-30}, journal = {Evaluation and Program Planning}, author = {Galabawa, Justinian C. J. and Agu, Augustine Obeleagu and Miyazawa, Ichiro}, month = feb, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0149-7189(01)00046-5 2129771:5DICP3CA}, keywords = {\_C:Central African Republic CAF, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {23--33}, } @article{pascoe_impact_2020, title = {The impact of stress on students in secondary school and higher education}, volume = {25}, issn = {0267-3843}, url = {https://doi.org/10.1080/02673843.2019.1596823}, doi = {10.1080/02673843.2019.1596823}, abstract = {Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.}, number = {1}, urldate = {2022-04-05}, journal = {International Journal of Adolescence and Youth}, author = {Pascoe, Michaela C. and Hetrick, Sarah E. and Parker, Alexandra G.}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02673843.2019.1596823 KerkoCite.ItemAlsoKnownAs: 10.1080/02673843.2019.1596823 2129771:X2E86WIB}, keywords = {Academic, \_genre:PR-primary\_research, adolescent health, education, mental health and well-being, stress}, pages = {104--112}, } @techreport{buhl-wiggers_impact_2017, title = {The {Impact} of {Teacher} {Effectiveness} on {Student} {Learning} in {Africa}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf}, abstract = {Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.}, institution = {Research on Improving Systems of Education (RISE)}, author = {Buhl-Wiggers, Julie and Kerwin, Jason and Smith, Jeffrey and Thornton, Rebecca}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8NLECM5 2129771:LUER2NXX 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G 2486141:TU36ERQU}, keywords = {C:Uganda, NULP, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:PR-primary\_research, interesting}, } @article{shah_impact_2012, title = {The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in {Islamabad}, {Pakistan}}, volume = {2}, doi = {10.5296/jse.v2i2.1493}, number = {2}, journal = {Journal of Studies in Education}, author = {Shah, Madiha}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/jse.v2i2.1493 2129771:UP6VSUWQ}, pages = {130--156}, } @incollection{kennewell_impact_2017, title = {The impact of teachers’ perspectives on the development of computing as a subject}, booktitle = {Debates in {Computing} and {ICT} {Education}}, publisher = {Routledge}, author = {Kennewell, Steve and Barnes, Jan}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB}, keywords = {\_\_C:filed:1}, pages = {47--62}, } @article{bennell_impact_2002, title = {The {Impact} of the {Aids} {Epidemic} on {Primary} and {Secondary} {School} {Teachers} and {University} {Staff} in {Malawi}.“}, journal = {University of Sussex, Brighton, UK}, author = {Bennell, Paul and Kadzamira, Esme}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELKJXNCL 4752638:PRW8AF9C}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{noauthor_-impact---covid-19-pandemic--education-financingpdf_nodate, title = {The-{Impact}-of-the-{COVID}-19-{Pandemic}-on-{Education}-{Financing}.pdf}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/33739/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf?sequence=1}, urldate = {2020-07-25}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S2K4DX3B}, } @article{korte_impact_2020, title = {The impact of the digital revolution on human brain and behavior: where do we stand?}, volume = {22}, issn = {1958-5969}, shorttitle = {The impact of the digital revolution on human brain and behavior}, url = {https://www.tandfonline.com/doi/full/10.31887/DCNS.2020.22.2/mkorte}, doi = {10.31887/DCNS.2020.22.2/mkorte}, language = {en}, number = {2}, urldate = {2023-01-10}, journal = {Dialogues in Clinical Neuroscience}, author = {Korte, Martin}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.31887/DCNS.2020.22.2/mkorte 4804264:DXX6ER4S 4804264:WBTR3YDZ}, keywords = {Final\_citation, anystyle, existing}, pages = {101--111}, } @article{stenson_impact_2021, title = {The impact of {Traffic}-{Related} air pollution on child and adolescent academic {Performance}: {A} systematic review}, volume = {155}, shorttitle = {The impact of {Traffic}-{Related} air pollution on child and adolescent academic {Performance}}, doi = {10.1016/j.envint.2021.106696}, journal = {Environment International}, author = {Stenson, Chloe and Wheeler, Amanda J. and Carver, Alison and Donaire-Gonzalez, David and Alvarado-Molina, Miguel and Nieuwenhuijsen, Mark and Tham, Rachel}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envint.2021.106696 2129771:GL638AF5 4682641:45BNHEVW}, keywords = {BE:RELEVANT}, pages = {106696}, } @article{pongo_impact_2014, title = {The {Impact} of {TVET} on {Ghana}'s {Socio}-{Economic} {Development}: {A} {Case} {Study} of {ICCES} {TVET} {Skills} {Training} in {Two} {Regions} of {Ghana}}, url = {https://www.researchgate.net/profile/Bernard_Effah/publication/261146524_The_Impact_of_TVET_on_Ghana's_Socio-Economic_Development_A_Case_Study_of_ICCES_TVET_Skills_Training_in_Two_Regions_of_Ghana/links/00b495335790e9baf5000000.pdf}, abstract = {Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively.}, language = {en}, journal = {American International Journal of Contemporary Research}, author = {Pongo, NA and Effah, B and Osei-Owusu, B}, year = {2014}, note = {zotzenLib.CopiedFrom: 2317526:SLL6D8NZ KerkoCite.ItemAlsoKnownAs: 2129771:FKCXFHEC 2317526:SLL6D8NZ UTI-9E621596-0265-3D22-B861-388E2D68C9B9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Ghana, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:leadership, P:economy, P:technology, R:case study, R:impact, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, pages = {3}, } @article{dreyer_impact_2018, title = {The {Impact} of {Using} {Geography} {Open} {Education} {Resources} ({OER}) to {Capacitate} {Natural} {Science} {Teachers} {Teaching} the {Earth} and {Beyond} {Strand} in {South} {African} {Schools}}, volume = {SP}, issn = {10231757, 25195476}, shorttitle = {{AlternationSpecial} {Edition} 21 (2018) 159–{184159Print} {ISSN} 1023-1757; {Electronic} {ISSN}}, url = {http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf}, doi = {10.29086/2519-5476/2018/sp21a8}, number = {21}, urldate = {2021-05-08}, journal = {Alternation Journal}, author = {Dreyer, J. M. and Dreyer, J.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:India IND, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {159--184}, } @article{loyalka_impact_2016, title = {The {Impact} of {Vocational} {Schooling} on {Human} {Capital} {Development} in {Developing} {Countries}: {Evidence} from {China}.}, volume = {30}, journal = {World Bank Economic Review}, author = {Loyalka, P. and Huang, X. and Zhang, L. and Wei, J. and Yi, H. and Song, Y. and Shi, Y. and Chu, J.}, year = {2016}, keywords = {⛔ No DOI found}, pages = {143--170}, } @article{dogan_impacts_2016, title = {The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review}, volume = {42}, issn = {1941-5257}, shorttitle = {The impacts of professional learning communities on science teachers’ knowledge, practice and student learning}, url = {https://doi.org/10.1080/19415257.2015.1065899}, doi = {10.1080/19415257.2015.1065899}, abstract = {The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.}, number = {4}, urldate = {2021-06-22}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Pringle, Rose and Mesa, Jennifer}, month = aug, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2015.1065899}, keywords = {professional development, professional learning communities, science education, teacher knowledge, teacher practice}, pages = {569--588}, } @article{woolf_impacts_2021, title = {The {Impacts} of {Teacher} {Training} and {Parental} {Engagement} on {Kindergarten} {Quality} in {Ghana}}, url = {https://www.poverty-action.org/study/improving-kindergarten-quality-ghana}, journal = {Abdul Latif Jameel Poverty Action Lab (JPAL)}, author = {Woolf, Sharon and Aber, J.Lawrence and Berhman, Jere R.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{mitchell_implications_2015, title = {The implications of school improvement and school effectiveness research for primary school principals in {Ethiopia}}, volume = {67}, issn = {0013-1911}, url = {https://doi.org/10.1080/00131911.2014.927829}, doi = {10.1080/00131911.2014.927829}, abstract = {In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500\% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.}, number = {3}, urldate = {2018-01-19}, journal = {Educational Review}, author = {Mitchell, Rafael}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2014.927829 10/gfw2jx 2129771:MVRXKKZX 261495:BLZXTZKU}, pages = {328--342}, } @article{darmody_implications_2020, title = {The implications of the {COVID}-19 pandemic for policy in relation to children and young people}, volume = {94}, journal = {ESRI Survey and Statistical Report Series}, author = {DARMODY, MERIKE and SMYTH, EMER and RUSSELL, HELEN}, year = {2020}, keywords = {⛔ No DOI found}, } @article{weatherby_importance_2022, title = {The {Importance} of {Boundary} {Objects} in {Industry}-{Academia} {Collaborations} to {Support} {Evidencing} the {Efficacy} of {Educational} {Technology}}, volume = {66}, issn = {8756-3894, 1559-7075}, url = {https://link.springer.com/10.1007/s11528-022-00705-0}, doi = {10.1007/s11528-022-00705-0}, abstract = {Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.}, language = {en}, number = {5}, urldate = {2023-01-16}, journal = {TechTrends}, author = {Weatherby, Kristen and Clark-Wilson, Alison and Cukurova, Mutlu and Luckin, Rose}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00705-0 2129771:Z3KFYP73 4426965:SY29HYXE}, pages = {784--797}, } @techreport{nambatya_importance_2023, type = {Blogpost - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {The importance of climate-friendly school buildings in {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://opendeved.net/2023/06/29/the-importance-of-climate-friendly-school-buildings-in-africa/}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {6}, institution = {Open Development \& Education}, author = {Nambatya, Mauricia}, month = jun, year = {2023}, doi = {10.53832/opendeved.1039}, note = {ZenodoArchiveID: 10257528 ZenodoArchiveConcept: 10257527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1039 2129771:RTMQSBV6}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{edwards_importance_2014, title = {The importance of context in implementation research}, volume = {67}, doi = {10.1097/QAI.0000000000000322}, journal = {JAIDS Journal of Acquired Immune Deficiency Syndromes}, author = {Edwards, Nancy and Barker, Pierre M.}, year = {2014}, note = {Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:E28V4TLQ 2129771:ZDUB26I8}, pages = {S157--S162}, } @article{edwards_importance_2014, title = {The importance of context in implementation research}, volume = {67}, doi = {10.1097/QAI.0000000000000322}, journal = {JAIDS Journal of Acquired Immune Deficiency Syndromes}, author = {Edwards, Nancy and Barker, Pierre M.}, year = {2014}, note = {Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:NTB9UBLK 4869029:7VC6NPCS}, pages = {S157--S162}, } @book{naveed_importance_2018, title = {The {Importance} of {Educating} {Girls} in the {Newly} {Merged} {Districts} of {Khyber} {Pakhtunkhwa}, {Pakistan}: {Policy} {Paper}}, url = {https://eric.ed.gov/?id=ED592792}, abstract = {The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.}, language = {en}, urldate = {2020-12-01}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Naveed, Sumbal}, year = {2018}, note = {Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5}, keywords = {Access to Education, Attitude Change, Barriers, Community Involvement, Cultural Influences, Educational Finance, Educational Planning, Educational Quality, Equal Education, Equal Opportunities (Jobs), Females, Foreign Countries, Gender Bias, Governance, Government Role, Males, Political Issues, Single Sex Schools, Social Attitudes, Teacher Competencies, Transportation, War, Women Faculty}, } @techreport{whitebread_importance_2012, address = {Brussels}, title = {The importance of play}, language = {en}, institution = {Toy Industries of Europe}, author = {Whitebread, David and Barilio, Marisol and Kuvalja, Martina and Verma, Mohini}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5VYF288M 2486141:E5JU5555}, keywords = {⛔ No DOI found}, } @article{hedges_importance_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {The importance of posting and interaction with the education bureaucracy in becoming a teacher in {Ghana}}, volume = {22}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059301000578}, doi = {10.1016/S0738-0593(01)00057-8}, abstract = {This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.}, language = {en}, number = {3}, urldate = {2022-01-05}, journal = {International Journal of Educational Development}, author = {Hedges, John}, month = apr, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00057-8 2129771:TGZLHPBR 4556019:LGT3LZ52}, keywords = {Basic education, C:Ghana, Deployment, Ghana, Induction, NQTs, Teacher education}, pages = {353--366}, } @article{murray_importance_2007, title = {The {Importance} of {Teacher}-{Student} {Relationships} for {Adolescents} with {High} {Incidence} {Disabilities}}, volume = {46}, issn = {0040-5841}, url = {https://doi.org/10.1080/00405840701232943}, doi = {10.1080/00405840701232943}, abstract = {In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.}, number = {2}, urldate = {2022-04-01}, journal = {Theory Into Practice}, author = {Murray, Christopher and Pianta, Robert C.}, month = apr, year = {2007}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00405840701232943 KerkoCite.ItemAlsoKnownAs: 10.1080/00405840701232943 2129771:L353S346 2486141:W86KIWDB}, pages = {105--112}, } @article{rowe_importance_2023, title = {The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews}, issn = {1246-0125, 2116-7052}, url = {https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646}, doi = {10.1080/12460125.2023.2217646}, abstract = {The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of Decision Systems}, author = {Rowe, Frantz and Kanita, Nada and Walsh, Isabelle}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2129771:NBJDCCYV 2405685:HGQ8Z5G8 2486141:AH357B5B}, keywords = {\_Added-ailr-2024}, pages = {1--16}, } @article{furner_importance_nodate, title = {The {Importance} of {Using} {Manipulatives} in {Teaching} {Math} {Today}}, abstract = {This paper explores the research and use of mathematics manipulatives in the teaching of mathematics today during an age of technology and standardized testing. It looks at the drawbacks and cautions educators as they use math manipulatives in their instruction. It also explores some cognitive concerns as a teacher goes about teaching with math manipulatives. The paper shares many commonly used math manipulatives used in today’s classrooms and matches them up to some of the Common Core Math Standards that are taught today in classrooms in the USA and around the world.}, language = {en}, author = {Furner, Joseph M and Worrell, Nancy L}, keywords = {⛔ No DOI found}, pages = {25}, } @techreport{megogo_bokamba_improving_2023, type = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {The “{Improving} learning through classroom experience” study}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/MBPHUZIR}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Megogo Bokamba, Tania}, month = mar, year = {2023}, doi = {10.53832/opendeved.1038}, note = {ZenodoArchiveID: 10257522 ZenodoArchiveConcept: 10257521 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1038 2129771:MBPHUZIR}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{villavicencio_peralta_improving_2023, type = {Blog post - {Improving} {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {The “{Improving} {Learning} {Through} {Classroom} {Experience}” {Study}}, url = {https://opendeved.net/2023/03/23/ilce-study/, https://opendeved.net/2023/03/23/ilce-study/}, abstract = {The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes}, language = {en-GB}, number = {2}, urldate = {2023-05-16}, institution = {Open Development \& Education}, author = {Villavicencio Peralta, Xuzel and Megogo Bokamba, Tania Elena}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B3X8LHIP}, } @incollection{ford_inclusion_2019, title = {The {Inclusion} of {Technology} in {Mathematics}: {The} {Effects} of {Electronic} {Mobile} {Devices} in {Early} {Years} {Mathematics}}, shorttitle = {The {Inclusion} of {Technology} in {Mathematics}}, booktitle = {Reflective {Practice} in {Teaching}}, publisher = {Springer}, author = {Ford, Emily Jayne}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YP8LIH45}, keywords = {\_\_C:filed:1}, pages = {149--154}, } @article{mphahlele_influence_2021, title = {The {Influence} of {Covid}-19 on {Students}’ {Learning}: {Access} and {Participation} in {Higher} {Education} in {Southern} {Africa}}, volume = {8}, copyright = {Copyright (c) 2021 Ramashego Mphahlele, Mmabaledi Seeletso, Gistered Muleya, Francis Simui}, issn = {2311-1550}, shorttitle = {The {Influence} of {Covid}-19 on {Students}’ {Learning}}, url = {https://jl4d.org/index.php/ejl4d/article/view/515}, abstract = {Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally.  This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19.  The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face.  These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning.  There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mphahlele, Ramashego and Seeletso, Mmabaledi and Muleya, Gistered and Simui, Francis}, month = nov, year = {2021}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WGY9RCDE}, keywords = {Access, \_genre:PR-primary\_research, digital awareness, digital equity, digital knowledge, digital literacy, online earning, ⛔ No DOI found}, pages = {501--515}, } @phdthesis{mwapwele_influence_2018, type = {{PhD} {Thesis}}, title = {The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in {Tanzania} and {South} {Africa}}, shorttitle = {The influence of effective use of mobile devices for learning outside the classroom}, school = {University of Cape Town}, author = {Mwapwele, Samwel Dick}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:TZ8I7CPS}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:China CHN, \_C:Dominican Republic DOM, \_C:Eritrea ERI, \_C:France FRA, \_C:Ghana GHA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{letsie_influence_2020, type = {{PhD} {Thesis}}, title = {The influence of generational differences on the integration of educational technology in higher learning institutions}, school = {University of Pretoria}, author = {Letsie, Likeleli}, year = {2020}, note = {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}, } @article{eutsler_influence_2020, title = {The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019}, shorttitle = {The influence of mobile technologies on preschool and elementary children’s literacy achievement}, journal = {Educational Technology Research and Development}, author = {Eutsler, L. and Mitchell, C. and Stamm, B. and Kogut, A.}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:Y2P7MKCI}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {1--30}, } @inproceedings{rasidi_influence_2020, title = {The influence of paikem gembrot model against student’s self efficacy and learning outcomes}, volume = {1539}, doi = {10.1088/1742-6596/1539/1/012054}, booktitle = {Journal of {Physics}: {Conference} {Series}}, publisher = {IOP Publishing}, author = {Rasidi, Ahmad and Susana, Dian}, year = {2020}, note = {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}, pages = {012054}, } @article{andriani_influence_2018, title = {The {Influence} of {The} {Transformational} {Leadership} and {Work} {Motivation} on {Teachers} {Performance}}, volume = {7}, abstract = {This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.}, journal = {International Journal of Scientific \& Technology Research}, author = {Andriani, Septi and Kesumawati, Nila and Kristiawan, Muhammad}, month = jul, year = {2018}, keywords = {⛔ No DOI found}, pages = {19--29}, } @article{tyng_influences_2017, title = {The {Influences} of {Emotion} on {Learning} and {Memory}}, volume = {8}, url = {https://doi.org/10.3389/fpsyg.2017.01454}, doi = {10.3389/fpsyg.2017.01454}, abstract = {Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies.}, urldate = {2021-03-18}, journal = {Frontiers in Psychology}, author = {Tyng, Chai M and Amin, Hafeez U and Saad, Mohamad N and Malik, Aamir S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2017.01454 2129771:B8TFKTRZ 2486141:GTCU37PE}, pages = {1454}, } @article{wonder_informal_2017, title = {The {Informal} {Apprenticeship} {Miracle}: {A} {Case} for {Mbare}-{Magaba} {Informal} {Industry}, {Zimbabwe}}, url = {https://muse.jhu.edu/article/669259/summary}, doi = {10.1353/eas.2017.0008}, abstract = {The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.}, language = {en}, journal = {Eastern Africa Social Science Research Review}, author = {Wonder, M and Tenson, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/eas.2017.0008 10/gf62z9 2129771:B2Z82EGH 2317526:6MAWR5BQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:manufacture, P:social, T:Lehrlingsausbildung, T:apprenticeship training, publicImportV1}, } @book{mcghie-sinclair_integration_2017, title = {The {Integration} of {Tablet} {Computers} in {Preparing} {Students} for the {Grade} {Four} {Literacy} {Test}: {Perception} {Versus} {Reality}}, shorttitle = {The {Integration} of {Tablet} {Computers} in {Preparing} {Students} for the {Grade} {Four} {Literacy} {Test}}, publisher = {Temple University}, author = {McGhie-Sinclair, Tracy-Ann S.}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:2HKBINJJ 2129771:FX5PEQGH}, keywords = {\_\_C:filed:1}, } @book{jaworski_international_2008, title = {The {International} {Handbook} of {Mathematics} {Teacher} {Education}}, volume = {4}, publisher = {Sense Publishers}, author = {Jaworski, B and Wood, T}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:PUAFD4WD}, } @article{davis_interrelation_2011, title = {The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control}, volume = {102}, doi = {10.1111/j.2044-8295.2011.02018.x}, number = {3}, journal = {British Journal of Psychology}, author = {Davis, Emma E. and Pitchford, Nicola J. and Limback, Ellie}, year = {2011}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/j.2044-8295.2011.02018.x 2129771:K26JCPYU}, pages = {569--584}, } @article{ryden_intrinsic_2006, title = {The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas}, volume = {641}, doi = {10.1086/500497}, number = {2}, journal = {The Astrophysical Journal}, author = {Ryden, Barbara S.}, year = {2006}, note = {Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/500497 2129771:RNB8AMV6}, keywords = {\_\_C:filed:1}, pages = {773}, } @techreport{heinrich_p_ipad_2012, type = {Naace {Research} {Papers}}, title = {The {iPad} as a {Tool} {For} {Education} - a case study}, author = {{Heinrich, P.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 257089:T2SMHJ6Z}, } @article{duong_ivory_2020, title = {The {Ivory} {Tower} {Lost}: {How} {College} {Students} {Respond} {Differently} than the {General} {Public} to the {COVID}-19 {Pandemic}}, shorttitle = {The {Ivory} {Tower} {Lost}}, url = {http://arxiv.org/abs/2004.09968}, abstract = {Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis.}, urldate = {2020-08-12}, journal = {arXiv:2004.09968 [cs]}, author = {Duong, Viet and Pham, Phu and Yang, Tongyu and Wang, Yu and Luo, Jiebo}, month = apr, year = {2020}, note = {arXiv: 2004.09968 KerkoCite.ItemAlsoKnownAs: 2129771:9UTXI6UY}, keywords = {Computer Science - Computation and Language, Computer Science - Machine Learning, Computer Science - Social and Information Networks, \_\_C:filed:1, ⛔ No DOI found}, } @techreport{wilson_journey_2014, title = {The {Journey} to {Scale}: {Moving} {Together} {Past} {Digital} {Health} {Pilots}}, language = {en}, institution = {PATH}, author = {Wilson, Kate and Gertz, Beth and Arenth, Breese and Salisbury, Nicole}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:U4JLI2KP}, keywords = {Final\_citation, cited, existing}, pages = {48}, } @misc{sa_history_online_june_2020, title = {The {June} 16 {Soweto} {Youth} {Uprising} {\textbar} {South} {African} {History} {Online}}, url = {https://www.sahistory.org.za/article/june-16-soweto-youth-uprising}, urldate = {2020-06-15}, author = {SA History Online}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN}, } @techreport{autor_labor_2022, title = {The labor market impacts of technological change: {From} unbridled enthusiasm to qualified optimism to vast uncertainty}, shorttitle = {The labor market impacts of technological change}, url = {https://www.nber.org/papers/w30074}, urldate = {2024-02-29}, institution = {National Bureau of Economic Research}, author = {Autor, David}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:VCWNNRKI}, keywords = {Final\_citation}, } @article{kickbusch_lancet_2021, title = {The {Lancet} and {Financial} {Times} {Commission} on governing health futures 2030: growing up in a digital world}, volume = {398}, issn = {0140-6736, 1474-547X}, shorttitle = {The {Lancet} and {Financial} {Times} {Commission} on governing health futures 2030}, url = {https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)01824-9/fulltext}, doi = {10.1016/S0140-6736(21)01824-9}, language = {English}, number = {10312}, urldate = {2024-03-20}, journal = {The Lancet}, author = {Kickbusch, Ilona and Piselli, Dario and Agrawal, Anurag and Balicer, Ran and Banner, Olivia and Adelhardt, Michael and Capobianco, Emanuele and Fabian, Christopher and Gill, Amandeep Singh and Lupton, Deborah and Medhora, Rohinton P. and Ndili, Njide and Ryś, Andrzej and Sambuli, Nanjira and Settle, Dykki and Swaminathan, Soumya and Morales, Jeanette Vega and Wolpert, Miranda and Wyckoff, Andrew W. and Xue, Lan and Bytyqi, Aferdita and Franz, Christian and Gray, Whitney and Holly, Louise and Neumann, Micaela and Panda, Lipsa and Smith, Robert D. and Stevens, Enow Awah Georges and Wong, Brian Li Han}, month = nov, year = {2021}, pmid = {34706260}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(21)01824-9 4804264:2LNIW538}, keywords = {Final\_citation}, pages = {1727--1776}, } @article{campana_landscape_2019, title = {The landscape of research on learning in low-tech environments}, doi = {10.1108/ILS-10-2019-0103}, journal = {Information and Learning Sciences}, author = {Campana, Kathleen and Agarwal, Naresh Kumar}, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-10-2019-0103 2129771:YX8TSFDB}, keywords = {\_\_C:filed:1}, } @article{rodriguez-segura_last_2021, title = {The {Last} {Mile} in {School} {Access}: {Mapping} {Education} {Deserts} in {Developing} {Countries}}, volume = {6}, issn = {2352-7285}, shorttitle = {The last mile in school access}, url = {https://www.sciencedirect.com/science/article/pii/S2352728521000063}, doi = {10.1016/j.deveng.2021.100064}, abstract = {With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.}, language = {en}, urldate = {2022-04-18}, journal = {Development Engineering}, author = {Rodriguez-Segura, Daniel and Kim, Brian Heseung}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2129771:S223XDSM}, keywords = {Access to education, Education deserts, Education in developing countries, School placement}, pages = {30}, } @article{davies_learnership_2004, title = {The {Learnership} {Model} of {Workplace} {Training} and {Its} {Effective} {Management}: {Lessons} {Learnt} from a {Southern} {African} {Case} {Study}}, doi = {10.1080/13636820400200253}, abstract = {Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.)}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Davies, Theresa-Anne and Farquharson, Fiona}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820400200253 10/bcrjt6 2129771:59R9JPXA 2317526:XHHAN5YZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:outcomes, P:measurement, R:case study, T:Lehrlingsausbildung, T:TVET, T:Training, Z:Apprenticeships, Z:Case Studies, Z:Education Work Relationship, Z:Foreign Countries, Z:Job Skills, Z:Job Training, Z:Labor Market, Z:Models, Z:Pilot Projects, Z:Skill Development, Z:Vocational Education, Z:Work Experience, publicImportV1}, } @techreport{fellows_learning_2018, address = {Seattle, WA, USA}, title = {The learning circle experience: {Findings} from the {P2PU} participant survey}, url = {https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf}, urldate = {2020-07-20}, institution = {University of Washington Information School}, author = {Fellows, Michelle}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W64QW6V8 2405685:9R6YAL7K}, } @misc{noauthor_learning_nodate, title = {The learning crisis {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking/learning-crisis}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GH5KRR38}, } @article{ajuwon_level_2008, title = {The level of {Internet} access and {ICT} training for health information professionals in sub‐{Saharan} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x}, doi = {10.1111/j.1471-1842.2007.00758.x}, abstract = {Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68\% lived in their countries’ capital. The majority (85.1\%) had Internet access at work and 40.8\% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2\%) first learned to use ICT through self‐teaching, whilst 70.2\% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.}, language = {en}, journal = {Health Information \& Libraries Journal}, author = {Ajuwon, A A and Rhine, L}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2007.00758.x 10/cqtp85 2129771:WT4HUTHS 2317526:2XSPMRJE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, A:East Africa, A:Sub-Saharan Africa, A:West Africa, C:Kenya, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, P:electro, P:health, P:service industry, Q:ICT, Q:distance learning, T:Ausbildung, T:Training, \_\_C:filed:1, publicImportV1}, } @article{smith_lifeline_2013, title = {The {Lifeline} {Program}: {A} {Case} {Study} of {Workforce} {Education} {Combating} {Poverty} for {Females} in {Ghana}}, abstract = {This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]}, language = {en}, journal = {International Education}, author = {Smith, Bettye P and Lowe, Tony and Hunt-Hurst, Patricia and Okech, David and Blalock, Emily and Dery, Alexis}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4EV4G7T 2317526:EWVREBQW LOCAL-PQ-1467994353}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:women, P:economy, P:measurement, R:case study, T:Ausbildung, T:vocational skills, T:workplace education, Z:Accelerated death benefits, Z:Case studies, Z:Education, Z:Females, Z:Workforce, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @book{european_commission_joint_research_centre_likely_2020, address = {LU}, title = {The likely impact of {COVID}-19 on education: reflections based on the existing literature and recent international datasets.}, shorttitle = {The likely impact of {COVID}-19 on education}, url = {https://data.europa.eu/doi/10.2760/126686}, language = {en}, urldate = {2021-04-26}, publisher = {Publications Office}, author = {{European Commission. Joint Research Centre.}}, year = {2020}, } @article{pietro_likely_nodate, title = {The likely impact of {COVID}-19 on education: {Reflections} based on the existing literature and recent international datasets}, language = {en}, author = {Pietro, Di}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FURHNHBN 2129771:V3GN5UFY}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {51}, } @article{knox_limitations_2013, title = {The {Limitations} of {Access} {Alone}: moving towards open processes in education technology}, volume = {5}, shorttitle = {(6) ({PDF}) {The} {Limitations} of {Access} {Alone}}, url = {https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology}, doi = {10.5944/openpraxis.5.1.36}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {OpenPraxis}, author = {Knox, Jeremy}, year = {2013}, note = {shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2129771:7R49RPDB 2405685:A3KT8WS9}, keywords = {C:International}, } @article{rafaeli_links_2020, title = {The {Links} {Between} {Girls}’ {Life} {Skills} {Intervention} in {Emergencies} and their {Return} to {Education} {Post}-crisis and {Prevention} of {Unwanted} {Pregnancies} and {Early} {Marriage}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15273}, abstract = {This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).}, language = {en}, urldate = {2022-12-18}, author = {Rafaeli, Tal}, month = apr, year = {2020}, note = {Accepted: 2020-04-30T13:16:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKN86A28 4869029:MMIAXTT8}, keywords = {⛔ No DOI found}, } @book{shotts_linux_nodate, title = {The {Linux} {Command} {Line}}, language = {en}, author = {Shotts, William}, keywords = {⛔ No DOI found}, } @phdthesis{prendergast_lived_2020, type = {{PhD} {Thesis}}, title = {The lived experience of undergraduate students using tablet devices}, school = {Durham University}, author = {Prendergast, Trevor}, year = {2020}, note = {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}, } @article{semu_malawi_1995, title = {The {Malawi} {Platform} for {Action}: {Peace}}, shorttitle = {The {Malawi} {Platform} for {Action}}, journal = {Violence Against Women, the Girl Child and Economic Empowerment}, author = {Semu, Linda and Kadzamira, Esme}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4MQZJKY7 4752638:MAWPCNSN}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{adam_maldives_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {18}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.5281/zenodo.3885817}, note = {EdTechHub.Source: 2405685:HE2Q6Z8Y KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, F: Helpdesk response, LP: English, \_C:Austria AUT, \_C:India IND, \_C:Maldives MDV, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Uganda UGA, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{borghesan_marginal_2021, title = {The marginal returns to distance education: {Evidence} from mexico’s telesecundarias}, shorttitle = {The marginal returns to distance education}, author = {Borghesan, Emilio and Vasey, Gabrielle}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:6YJ7Q2T5}, keywords = {Final\_citation, cited, existing}, } @misc{noauthor_-market-design-approach--teacher-assignment-evidence--ecuadorpdf_nodate, title = {The-{Market}-{Design}-{Approach}-to-{Teacher}-{Assignment}-{Evidence}-from-{Ecuador}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4WHTSYQ 4556019:T7EJFZIC}, } @article{ridge_meaning_2018, title = {The meaning of “capacity building” for the nurse workforce in sub-{Saharan} {Africa}: {An} integrative review}, doi = {10.1016/j.ijnurstu.2018.04.019}, abstract = {Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.}, language = {en}, journal = {International Journal of Nursing Studies}, author = {Ridge, Laura Jean and Klar, Robin Toft and Stimpfel, Amy Witkoski and Squires, Allison}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijnurstu.2018.04.019 10/gfnhq7 2129771:C2BSPDCZ 2317526:89VSVEBZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AAZ:Africa South of the Sahara, C:Rwanda, C:South Africa, CA:AandC, CCZ:Rwanda, CCZ:South Africa, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:T, D:developing country, P:health, P:media, P:nurse, T:Training, Z:Capacity building/methods, Z:Developing countries, Z:Education, Z:Health manpower, Z:Nursing, Z:Staff, \_C:Uganda UGA, publicImportV1}, } @book{konecki_meaning_2021, address = {London}, edition = {1}, title = {The {Meaning} of {Contemplation} for {Social} {Qualitative} {Research}: {Applications} and {Examples}}, isbn = {978-1-00-053053-7}, shorttitle = {The {Meaning} of {Contemplation} for {Social} {Qualitative} {Research}}, url = {https://www.taylorfrancis.com/books/9781003179689}, abstract = {This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.}, language = {en}, publisher = {Routledge}, author = {Konecki, Krzysztof T.}, month = dec, year = {2021}, doi = {10.4324/9781003179689}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G8JKBV8D 2129771:M7ASSNTH}, keywords = {Social Science / Methodology, Social Science / Research}, } @incollection{wegerif_meaning_2023, title = {The '{Meaning}' of {Technology}}, isbn = {978-1-00-319849-9}, abstract = {This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 24}, } @techreport{jeffrie_mobile_2023, title = {The {Mobile} {Gender} {Gap} {Report}}, institution = {GSMA}, author = {Jeffrie, Nadia}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TRHT486K 5242966:FBUQSR78}, } @article{islam_moderating_nodate, title = {The {Moderating} {Effect} of {ICT} {Skills} on {Relationship} {Between} {HRM} {Practices} and {Teacher} {Educator} {Development} in {Bangladesh}}, author = {Islam, Md Motaharul and Islam, Md Aminul}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCNRZV6Z}, keywords = {\_C:Bangladesh BGD, \_C:Brazil BRA, \_C:India IND, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Pakistan PAK, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{christensen_mooc_2013, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {MOOC} {Phenomenon}: {Who} {Takes} {Massive} {Open} {Online} {Courses} and {Why}?}, shorttitle = {The {MOOC} {Phenomenon}}, url = {https://papers.ssrn.com/abstract=2350964}, abstract = {Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.}, language = {en}, number = {ID 2350964}, urldate = {2020-09-15}, institution = {Social Science Research Network}, author = {Christensen, Gayle and Steinmetz, Andrew and Alcorn, Brandon and Bennett, Amy and Woods, Deirdre and Emanuel, Ezekiel}, month = nov, year = {2013}, doi = {10.2139/ssrn.2350964}, note = {shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2129771:282ABX76 2405685:52M7RSDL 2405685:UCFGTJGC}, keywords = {C: International, Distance Education, MOOCs, Massive Open Online Courses, Online Education}, } @article{reich_mooc_2019, title = {The {MOOC} pivot}, volume = {363}, doi = {10.1126/science.aav7958}, number = {6423}, journal = {Science}, author = {Reich, Justin and Ruipérez-Valiente, José A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.aav7958 2486141:S348SY4W 4804264:L9NQQCA4}, keywords = {Final\_citation, cited, existing}, pages = {130--131}, } @book{saetnan_mutual_2010, title = {The {Mutual} {Construction} of {Statistics} and {Society}}, language = {Inglés}, editor = {Saetnan, Ann Rudinow and Lomell, Heidi Mork and Hammer, Svein}, month = sep, year = {2010}, } @article{crocco_narrowing_2007, title = {The narrowing of curriculum and pedagogy in the age of accountability: {Urban} educators speak out}, volume = {42}, url = {https://doi.org/10.1177/0042085907304964.}, doi = {10.1177/0042085907304964}, number = {6}, journal = {Urban Education}, author = {Crocco, M.S. and Costigan, A.T.}, year = {2007}, pages = {512--535}, } @misc{noauthor_national_nodate, title = {The {National} {Industrial} {Training} {Authority}}, url = {https://www.nita.go.ke/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R72ZYMIH}, } @article{olanrewaju_need_2021, title = {The {Need} for {Context}-specificity in {Global} {Educational} {Policy} {Transfer} by {Non}-state {Actors}: {The} {Case} of" {Teach} for {All}" to" {Teach} for {India}}, shorttitle = {The {Need} for {Context}-specificity in {Global} {Educational} {Policy} {Transfer} by {Non}-state {Actors}}, doi = {10.31686/ijier.vol9.iss5.3137}, author = {OLANREWAJU, GIDEON SEUN}, year = {2021}, } @inproceedings{naeve-stos_need_2017, title = {The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education}, abstract = {The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.}, language = {en}, booktitle = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Naeve-Stoß, Nicole}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:6JKHUPGW KerkoCite.ItemAlsoKnownAs: 2129771:8HCK2JGU 2317526:6JKHUPGW UA-A0F88428-D8AF-4C0F-8304-6101FC93A9D0}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1, ⛔ No DOI found}, pages = {4}, } @incollection{power_new_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {The ‘{New}’ {New} {Technology}: {Exploiting} the {Potential} of {Mobile} {Communications} and {Open} {Educational} {Resources}}, shorttitle = {Teachers and the development agenda: {An} introduction}, booktitle = {Teacher {Education} and the {Challenge} of of {Development}: a {Global} {Analysis}}, publisher = {Routledge}, author = {Power, Tom}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JWFL6BGX 261495:5MHJI36V}, pages = {212--226}, } @article{orduna-malea_next_2016, title = {The next bibliometrics: {ALMetrics} ({Author} {Level} {Metrics}) and the multiple faces of author impact}, volume = {25}, shorttitle = {The next bibliometrics}, doi = {10.3145/epi.2016.may.18}, number = {3}, journal = {El profesional de la información (EPI)}, author = {Orduña-Malea, Enrique and Martín-Martín, Alberto and Delgado-López-Cózar, Emilio}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3145/epi.2016.may.18 2129771:WZJHCZAR}, pages = {485--496}, } @misc{turney_next_2023, title = {The next frontier: insights from {Global} event on {Education} {Evidence} {Labs}}, shorttitle = {The next frontier}, url = {https://jacobsfoundation.org/the-next-frontier-insights-from-global-event-on-education-evidence-labs/}, abstract = {The Global Convening on Education Evidence Labs, hosted by Jacobs Foundation in partnership with the Foreign, Commonwealth, and Development Office (FCDO), alongside support from On Think Tanks (OTT), brought together stakeholders from Ministries of Education, EdLab implementing units, research institutions, multilateral agencies, and global funders. The event, held in mid-October 2023, aimed to address the […]}, language = {en-US}, urldate = {2023-11-23}, journal = {Jacobs Foundation}, author = {Turney, Ella}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:SNZA9JZG}, } @article{sietsma_next_2023, title = {The next generation of machine learning for tracking adaptation texts}, volume = {14}, copyright = {2023 Springer Nature Limited}, issn = {1758-678X}, url = {https://doi.org/10.1038/s41558-023-01890-3}, doi = {10.1038/s41558-023-01890-3}, abstract = {Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way.}, language = {en}, number = {1}, journal = {Nature Climate Change}, author = {Sietsma, Anne J. and Ford, James D. and Minx, Jan C.}, month = dec, year = {2023}, note = {openalex: W4390273618 KerkoCite.ItemAlsoKnownAs: 10.1038/s41558-023-01890-3 2129771:IASYTD4Z 5072953:3P98PU49 5072953:5CC2RIQH 5072953:9N8TXRGU 5440726:VR85NTPZ}, keywords = {Climate-change impacts, Interdisciplinary studies, Research data, \_z:no\_pdf, openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {31--39}, } @inproceedings{tudunwada_nigerian_2014, title = {The {Nigerian} {Agricultural} {Sector}: {Issues} \& {Challenges}}, language = {en}, booktitle = {8th {Annual} {Conference} of {National} {Council} of {Local} {Governments} {Departments} of {Agriculture}}, author = {Tudunwada, I.Y.}, year = {2014}, keywords = {⛔ No DOI found}, } @inproceedings{yani_obstacles_2016, title = {The {Obstacles} of {Geographical} {Information} {System} ({GIS}) {Development}: {A} {Study} of {Teachers}' {Distribution} in {Sukabumi}, {Indonesia}}, isbn = {978-94-6252-279-4}, shorttitle = {The {Obstacles} of {Geographical} {Information} {System} ({GIS}) {Development}}, url = {https://www.atlantis-press.com/proceedings/icemal-16/25867339}, doi = {10.2991/icemal-16.2016.15}, abstract = {Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve}, language = {en}, urldate = {2021-03-07}, publisher = {Atlantis Press}, author = {Yani, Ahmad and Rosita, Rosita}, month = aug, year = {2016}, note = {ISSN: 2352-5428}, keywords = {Lebanon\_event\_2021, \_C:Indonesia IDN, \_C:Kenya KEN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {63--66}, } @article{ishmael_oecs_2002, title = {The {OECS} {Model} of {Integration} in the {Context} of {Caribbean} {Regionalism}}, journal = {Membresía de CRIES/CRIES Members}, author = {Ishmael, Len}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FAHUMH7I}, keywords = {⛔ No DOI found}, pages = {37}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178}, doi = {10.3389/feduc.2020.00146}, abstract = {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.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, S. and Hofmann, R}, year = {2020}, note = {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}, } @misc{hennessy_oer4schools_2012, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa}.}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Additional} {Materials}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295152}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295152 2129771:FULY4AFY 2129771:RRWQ32J6}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_zenodo:submitted}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Facilitators}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295150}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295150 2129771:7PAZU7KI 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_zenodo:submitted}, } @misc{hasler_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Participants}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {https://www.youtube.com/user/OER4Schools/playlists}, author = {Haßler, Björn}, collaborator = {Hennessy, Sara and Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_\_duplicate\_item}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Participants}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, institution = {The Centre for Commonwealth Education}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295148}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295148 2129771:FULY4AFY 2129771:TK8L954M 2129771:Z8LSIEMV 2339240:58TW376N 2405685:FBGNRJ43}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_\_\_duplicate\_item, \_zenodo:submitted, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{meri-yilan_online_2020, title = {The {Online} {Interface} and {Social} {Inclusion}: {A} {MOOC} {Study} in {Turkey}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {The {Online} {Interface} and {Social} {Inclusion}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.558/}, doi = {10.5334/jime.558}, abstract = {One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Meri-Yilan, Serpil}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.558 2129771:X4EZDARY 2447227:KXNQF22K}, keywords = {MOOC, Turkey, higher education, online interface, social inclusion}, pages = {12}, } @techreport{hasler_opendeved_2024, type = {Report}, title = {The {OpenDevEd} {Zotero} {Workbook}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/UKV6BKEE}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = feb, year = {2024}, doi = {10.53832/opendeved.1114}, note = {ZenodoArchiveID: 10724576 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1114 ZenodoArchiveConcept: 10724575}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @article{chambers_origins_1994, title = {The origins and practice of participatory rural appraisal}, volume = {22}, doi = {10.1016/0305-750X(94)90141-4}, number = {7}, journal = {World development}, author = {Chambers, Robert}, year = {1994}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/0305-750X(94)90141-4 2129771:ITWTZPCV}, pages = {953--969}, } @article{doyle_outcomes_2021, title = {The outcomes of sexting for children and adolescents: {A} systematic review of the literature}, volume = {92}, issn = {0140-1971}, shorttitle = {The outcomes of sexting for children and adolescents}, url = {https://www.sciencedirect.com/science/article/pii/S0140197121001111}, doi = {10.1016/j.adolescence.2021.08.009}, abstract = {Introduction Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents. Methods Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts. Results Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others \& reputational outcomes), and systems-level (distribution/public exposure of sexting content). Conclusions Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.}, language = {en}, number = {October}, urldate = {2023-01-05}, journal = {Journal of Adolescence}, author = {Doyle, Caoimhe}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.adolescence.2021.08.009 4804264:2KJ7294X 4804264:RBW96XKI}, keywords = {Adolescents, Children, Cybersex, Final\_citation, Review, Sexting, anystyle, existing}, pages = {86--113}, } @article{beeharry_pathway_2021, title = {The pathway to progress on {SDG} 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it}, volume = {82}, copyright = {https://creativecommons.org/licenses/by/4.0/}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000286}, doi = {10.1016/j.ijedudev.2021.102375}, abstract = {Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.}, language = {en}, urldate = {2021-03-06}, journal = {International Journal of Educational Development}, author = {Beeharry, Girindre}, month = apr, year = {2021}, keywords = {Foundational learning, Foundational literacy and numeracy, Global education, Global education architecture}, pages = {102375}, } @article{leu_patterns_2004, title = {The patterns and purposes of school-based and cluster teacher professional development programs}, volume = {1}, url = {http://www.equip123.net/docs/working-p2.pdf}, urldate = {2014-07-22}, journal = {Issues Brief}, author = {Leu, Elizabeth}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TMDBJQZU 261495:M444CXUB}, keywords = {⛔ No DOI found}, } @article{jensen_perceived_2010, title = {The ({Perceived}) {Returns} to {Education} and the {Demand} for {Schooling}.}, volume = {125}, url = {https://doi.org/10.1162/qjec.2010.125.2.515}, doi = {10.1162/qjec.2010.125.2.515}, journal = {The Quarterly Journal of Economics}, author = {Jensen, Robert}, year = {2010}, pages = {515--548}, } @article{owo_perception_2021, title = {The {Perception} of {Educational} {Stakeholders} on {Utilization} of {E}-learning {Technology} for {Quality} {Instructional} {Delivery} in {Universities} in {Rivers} {State}, {Nigeria}}, volume = {8}, copyright = {Copyright (c) 2021 OFFIA OWO, Isaac Udoka}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/472}, abstract = {The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Owo, Offia and Udoka, Isaac}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:9VQXCZA2}, keywords = {ICT facilities, \_genre:PR-primary\_research, digital skills development., e-learning, e-teaching, university education, ⛔ No DOI found}, pages = {312--326}, } @article{de_haan_performance_nodate, title = {The performance of school assignment mechanisms in practice}, doi = {10.2139/ssrn.2655067}, abstract = {On the basis of theory alone, it is hard to advise school districts which school assignment mechanism to adopt. While the Deferred Acceptance (DA) mechanism has some desirable properties (strategy proofness and stability) that the Boston mechanism lacks, Boston may outperform DA in terms of welfare because it allows students to express the intensity of their preferences. We use a unique combination of administrative data and survey data to compare the two mechanisms empirically. We find that DA results in higher average welfare than Boston. This finding contradicts the baseline results from some recent studies that use structural approaches. This contradiction can be attributed to the structural models’ assumption that students do not make strategic mistakes. When we impose this assumption, the welfare ranking of the mechanisms reverses.}, language = {en}, author = {de Haan, Monique and Gautier, Pieter A and Oosterbeek, Hessel}, keywords = {\_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {35}, } @article{schalkwyk_perils_2020, title = {The perils of preprints}, volume = {370}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions}, issn = {1756-1833}, url = {https://www.bmj.com/content/370/bmj.m3111}, doi = {10.1136/bmj.m3111}, abstract = {{\textless}p{\textgreater}Their use and platforms require greater scrutiny{\textless}/p{\textgreater}}, language = {en}, urldate = {2021-10-05}, journal = {BMJ}, author = {Schalkwyk, May C. I. van and Hird, Thomas R. and Maani, Nason and Petticrew, Mark and Gilmore, Anna B.}, month = aug, year = {2020}, pmid = {32816814}, note = {Publisher: British Medical Journal Publishing Group Section: Editorial}, pages = {m3111}, } @book{sabarwal_permanent_2014, series = {Policy research working paper : {WPS}}, title = {The permanent input hypothesis : the case of textbooks and (no) student learning in {Sierra} {Leone}}, shorttitle = {The permanent input hypothesis}, language = {eng}, publisher = {Washington, DC : World Bank, Education Global Practice Group \& Africa Region, Office of the Chief Economist}, author = {Sabarwal, Shwetlena and Evans, David K. and Marshak, Anastasia}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MVW7YCWN 2405685:QFBK2Z4L}, keywords = {\_C:Sierra Leone SLE}, } @techreport{sabarwal_permanent_2014, title = {The {Permanent} {Input} {Hypothesis} : {The} {Case} of {Textbooks} and ({No}) {Student} {Learning} in {Sierra} {Leone}}, institution = {World Bank}, author = {Sabarwal, Shwetlena and Evans, David and Marshak, Anastasia}, year = {2014}, note = {zotzenLib.CopiedFrom: 2486141:I9HUDQR5 KerkoCite.ItemAlsoKnownAs: 2129771:9NIZEZZI 2486141:I9HUDQR5}, keywords = {\_C:Sierra Leone SLE}, } @article{sabarwal_permanent_2013, title = {The permanent textbook hypothesis: {School} inputs and student outcomes in {Sierra} {Leone}}, volume = {41}, url = {http://cega.berkeley.edu/assets/cega_events/61/4C_Inputs_to_Education.pdf.}, number = {1}, journal = {Compare: A Journal of Comparative and International Education}, author = {Sabarwal, S. and Evans, D. and Marshak, A.}, year = {2013}, keywords = {\_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {141--144}, } @book{sabarwal_permanent_2014, address = {Washington, DC}, series = {Policy {Research} {Working} {Paper}}, title = {The {Permanent} {Textbook} {Hypothesis}: {School} {Inputs} and {Student} {Outcomes} in {Sierra} {Leone} [{Policy} {Research} {Working} {Paper}]}, url = {http://documents1.worldbank.org/curated/en/806291468299200683/pdf/WPS7021.pdf}, number = {7021}, publisher = {World Bank}, author = {Sabarwal, S. and Evans, D. and Marshak, A.}, year = {2014}, keywords = {\_C:Sierra Leone SLE}, } @inproceedings{mayer_physics_2019, title = {The {Physics} {Teachers} {Acceptance} of {Multimedia} {Applications}-{Adaptation} of the technology acceptance model to investigate the influence of {TPACK} on physics teachers acceptance behaviour of multimedia applications.}, volume = {4}, doi = {10.3389/feduc.2019.00073}, booktitle = {Frontiers in {Education}}, publisher = {Frontiers}, author = {Mayer, Peter and Girwidz, Raimund}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2019.00073 2129771:DUS8TME9}, keywords = {\_\_C:filed:1}, pages = {73}, } @article{knight_policy_2014, title = {The {Policy} of {Universal} {Secondary} {Education}: {Its} {Influence} on {Secondary} {Schooling} in {Grenada}}, volume = {9}, issn = {1745-4999}, shorttitle = {The {Policy} of {Universal} {Secondary} {Education}}, url = {https://doi.org/10.2304/rcie.2014.9.1.16}, doi = {10.2304/rcie.2014.9.1.16}, abstract = {In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.}, number = {1}, urldate = {2020-11-06}, journal = {Research in Comparative and International Education}, author = {Knight, Verna}, month = mar, year = {2014}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2014.9.1.16 2129771:LTMKKERW 2486141:9BYBJAXM}, pages = {16--35}, } @article{rosser_political_2018, title = {The political economy of teacher management reform in {Indonesia}}, volume = {61}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X}, doi = {10.1016/j.ijedudev.2017.12.005}, abstract = {Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Rosser, Andrew and Fahmi, Mohamad}, month = jul, year = {2018}, keywords = {\_C:Australia AUS, \_C:Indonesia IDN, \_C:Netherlands NLD, \_C:Singapore SGP, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--81}, } @article{quak_political_2020, title = {The {Political} {Eeconomy} of the {Primary} {Education} {System} in {Tanzania}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14998}, abstract = {This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.}, language = {en}, urldate = {2022-12-18}, author = {Quak, Evert-jan}, month = jan, year = {2020}, note = {Accepted: 2020-02-04T15:00:43Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:RTXB58C4 4869029:5CEWU6JD}, keywords = {⛔ No DOI found}, } @incollection{a_political_2011, address = {Kano, IIIT(N}, title = {The {Political} {Thoughts} of {Sir} {Sayyid} {Ahmed} {Khan}}, language = {en}, booktitle = {Islamic {Political} {Thoughts} and {Institutions}}, editor = {A., Abdul-Isma’il and S, Shehu}, year = {2011}, pages = {98--115}, } @book{hickey_politics_2019, address = {Oxford, New York}, title = {The {Politics} of {Education} in {Developing} {Countries}: {From} {Schooling} to {Learning}}, isbn = {978-0-19-883568-4}, shorttitle = {The {Politics} of {Education} in {Developing} {Countries}}, abstract = {Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.}, publisher = {Oxford University Press}, editor = {Hickey, Sam and Hossain, Naomi}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DNNKQYL7}, } @techreport{pritchett_politics_2018, title = {The {Politics} of {Learning}: {Directions} for {Future} {Research}}, shorttitle = {The {Politics} of {Learning}}, url = {https://www.riseprogramme.org/publications/rise-working-paper-18020-politics-learning-directions-future-research}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Pritchett, Lant}, month = mar, year = {2018}, doi = {10.35489/BSG-RISE-WP_2018/020}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2018/020 2129771:5LBAXBHK}, } @article{heinrich_potential_2018, title = {The {Potential} and {Prerequisites} of {Effective} {Tablet} {Integration} in {Rural} {Kenya}}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:39LUB5JZ}, keywords = {\_C:Cambodia KHM, \_C:China CHN, \_C:Cuba CUB, \_C:Ghana GHA, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:United States USA, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{heinrich_potential_2020, title = {The potential and prerequisites of effective tablet integration in rural {Kenya}}, volume = {51}, doi = {10.1111/bjet.12870}, number = {2}, journal = {British Journal of Educational Technology}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2020}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2129771:ATNXRVR5}, keywords = {\_\_C:filed:1}, pages = {498--514}, } @article{wyse_potential_nodate, title = {The {Potential} {Impact} of {COVID}-19 on {Student} {Learning} and {How} {Schools} {Can} {Respond}}, volume = {n/a}, copyright = {© 2020 by the National Council on Measurement in Education}, issn = {1745-3992}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12357}, doi = {10.1111/emip.12357}, abstract = {There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.}, language = {en}, number = {n/a}, urldate = {2020-08-12}, journal = {Educational Measurement: Issues and Practice}, author = {Wyse, Adam E. and Stickney, Eric M. and Butz, David and Beckler, Amanda and Close, Catherine N.}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/emip.12357 2129771:5IVITW4S}, keywords = {COVID-19, \_\_C:filed:1, assessment, instruction, practice, student learning}, } @article{bilagher_potential_2020, title = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions: {Lessons} learned from an experience in {Iraq}}, volume = {66}, issn = {00208566 (ISSN)}, shorttitle = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions}, url = {https://link.springer.com/content/pdf/10.1007/s11159-020-09826-1.pdf}, doi = {10.1007/s11159-020-09826-1}, abstract = {Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 \% of learners stating that they liked the ALP very much. Around 90 \% of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.}, language = {English}, number = {1}, journal = {International Review of Education}, author = {Bilagher, M. and Kaushik, A.}, month = feb, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2129771:F5HNSUDK 2129771:W2GL66GM 2339240:JXBD4UFG 2486141:7XHG5265 2486141:VNMEZW44}, keywords = {Accelerated Learning Programmes (ALPs), Evaluation, Iraq, LMIC, Marginalised, Sustainable Development Goal, Sustainable Development Goal (SDG) 4, United Nations, \_AcademicRecoveryOECS, \_Added to LR, \_G:reviewed, access to education, education in (post-)conflict environments, education in emergencies, interview, learning, mixed, policy implementation, secondary education, survey, young population}, pages = {93--113}, } @article{kennedy_potential_2019, title = {The {Potential} of {MOOCs} for {Large}-{Scale} {Teacher} {Professional} {Development} in {Contexts} of {Mass} {Displacement}}, volume = {17}, issn = {1474-8479}, url = {https://eric.ed.gov/?q=teacher+learning+circles+displacement&id=EJ1222894}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.}, language = {en}, number = {2}, urldate = {2021-02-11}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, year = {2019}, note = {Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N}, keywords = {Access to Education, Blended Learning, Children, Developing Nations, Faculty Development, Foreign Countries, Handheld Devices, Instructional Design, Instructional Effectiveness, Internet, Online Courses, Public Schools, Refugees, Sustainability, Teacher Collaboration, Teacher Educators, Teachers, Telecommunications, Vocational Education, Workshops, \_\_C:filed:1, ⛔ No DOI found}, pages = {141--158}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, doi = {10.18546/lre.17.2.04}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.18546/lre.17.2.04 4804264:YBD7VSMW}, keywords = {Final\_citation, cited, existing}, pages = {141--158}, } @inproceedings{theunissen_potential_2019, title = {The potential use of {Tablet} {Computers} to support {Teaching} and {Learning} activities in {South} {African} {Schools}}, doi = {10.1109/ictas.2019.8703614}, booktitle = {2019 {Conference} on {Information} {Communications} {Technology} and {Society} ({ICTAS})}, publisher = {IEEE}, author = {Theunissen, Kristen and Siebörger, Ingrid}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ictas.2019.8703614 10/gf62gm 2129771:PSU3K5WR 2129771:VJA8TXMN}, keywords = {\_\_C:filed:1}, pages = {1--6}, } @incollection{evans_power_2018, title = {The {Power} of a {Label}: {Merit} {Scholarships} vs {Needs}-{Based} {Scholarships}?}, url = {http://blogs.worldbank.org/developmenttalk/power-label-merit-scholarships-vs-needs-based-scholarships}, booktitle = {World {Bank} {Blog}}, author = {Evans, David}, year = {2018}, } @article{brodie_power_2013, title = {The power of professional learning communities}, volume = {17}, doi = {10.1080/16823206.2013.773929}, number = {1}, journal = {Education as change}, author = {Brodie, Karin}, year = {2013}, note = {ISBN: 1682-3206 Publisher: Taylor \& Francis}, pages = {5--18}, } @article{piper_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR}). {Kisumu} information and communication technology ({ICT}) intervention endline report. {Prepared} under the {USAID} {EdData} {II}}, url = {http://pdf.usaid.gov/pdf_docs/pa00k285.pdf.}, author = {Piper, B. and Kwayumba, D.}, year = {2014}, note = {Place: Research Triangle Park, NC Publisher: RTI International}, keywords = {⛔ No DOI found}, } @article{piper_primary_2012, title = {The {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Baseline} report. {Prepared} under the {USAID} {EdData} {II}}, url = {http://pdf.usaid.gov/pdf_docs/pa00hx75.pdf.}, author = {Piper, B. and Mugenda, A.}, year = {2012}, note = {Place: Research Triangle Park, NC Publisher: RTI International}, keywords = {⛔ No DOI found}, } @article{piper_primary_2014, title = {"{The} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Endline} {Impact} {Evaluation}." {In}}, journal = {RTI International, Research Triangle}, author = {Piper, B. and Mugenda, A.}, year = {2014}, note = {Place: Park, NC}, keywords = {⛔ No DOI found}, } @misc{adam_privilege_2020, title = {The privilege of \#pivotonline: {A} {South} {African} perspective}, shorttitle = {The privilege of \#pivotonline}, url = {https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/}, abstract = {Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-\#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91\% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …}, language = {en-GB}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, doi = {10.5281/zenodo.3760383}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3760383 2129771:XBIPY9PU 2129771:YIULJYN8 2405685:BE8K7HXB}, keywords = {Author:OpenDevEd, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, docs.opendeved.net}, } @incollection{fryer_production_2017, title = {The production of human capital in developed countries: {Evidence} from 196 randomized field experiments}, volume = {2}, booktitle = {Handbook of {Economic} {Field} {Experiments}}, author = {Fryer, R.G., Jr}, year = {2017}, pages = {95--322}, } @phdthesis{al-ghatrifi_professional_2016, type = {{PhD} {Thesis}}, title = {The professional development of teachers in {Higher} {Education} in {Oman}: a case study of {English} teachers in the {Colleges} of {Applied} {Sciences}}, shorttitle = {The professional development of teachers in {Higher} {Education} in {Oman}}, school = {University of Reading}, author = {Al-Ghatrifi, Yaqoob}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Benin BEN, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:Sweden SWE, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{huberman_professional_1989, title = {The professional life cycle of teachers}, volume = {91}, doi = {10.1177/016146818909100107}, number = {1}, journal = {Teachers College Record}, author = {Huberman, M.}, year = {1989}, pages = {31--57}, } @article{ajadi_project_2023, title = {The {Project} of the {Future} {African} {City}: {Rethinking} {Urban} {Real} {Estate} {Finance}’}, url = {from:}, language = {en}, journal = {The Cambridge Land Society Magazine}, author = {Ajadi, S.B.}, year = {2023}, keywords = {⛔ No DOI found}, pages = {116--117}, } @book{greene_promise_2021, address = {Cambridge, Massachusetts}, title = {The {Promise} of {Access}: {Technology}, {Inequality}, and the {Political} {Economy} of {Hope}}, isbn = {978-0-262-54233-3}, shorttitle = {The {Promise} of {Access}}, abstract = {"Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"--}, language = {Inglés}, publisher = {The MIT Press}, author = {Greene, Daniel}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E87BYIUK 2129771:SZ82RSXJ}, keywords = {Computer literacy, Digital divide, Knowledge economy, Poverty, Social aspects, Technology and state, Washington (D.C.)}, } @inproceedings{scribe_proposal_2001, title = {The {Proposal} for a {LTSN} {Project} {Grant}}, copyright = {All rights reserved}, abstract = {R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University.}, booktitle = {Proceedings of the {Undergraduate} {Mathematics} {Teaching}}, author = {Scribe, Richard Atkinson Birmingham- and Haßler, Björn and Quinney, Douglas}, month = nov, year = {2001}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:QABR396C}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, pages = {49}, } @article{lewis_psychometric_2021, title = {The psychometric and pragmatic evidence rating scale ({PAPERS}) for measure development and evaluation}, volume = {2}, doi = {10.1177/26334895211037391}, journal = {Implementation research and practice}, author = {Lewis, Cara C. and Mettert, Kayne D. and Stanick, Cameo F. and Halko, Heather M. and Nolen, Elspeth A. and Powell, Byron J. and Weiner, Bryan J.}, year = {2021}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/26334895211037391 2129771:C3SJGFYA}, pages = {26334895211037391}, } @article{beaubien_quantum_2021, title = {The {Quantum} {Hi}-{Tech} {Dreams} {Of} {A} {Rapping} {African} {Education} {Minister}}, url = {https://www.npr.org/sections/goatsandsoda/2021/07/10/1014217259/this-education-minister-is-a-renaissance-man-and-hes-got-a-music-video-to-prove-}, abstract = {MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.}, language = {en}, urldate = {2021-07-29}, journal = {NPR}, author = {Beaubien, Jason}, month = jul, year = {2021}, keywords = {\_C:Sierra Leone SLE}, } @incollection{goldin_race_2018, title = {The race between education and technology}, url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9780429499821-10/race-education-technology-claudia-goldin-lawrence-katz}, urldate = {2024-03-05}, booktitle = {Inequality in the 21st {Century}}, publisher = {Routledge}, author = {Goldin, Claudia and Katz, Lawrence F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:7TVAPJVW}, keywords = {Final\_citation}, pages = {49--54}, } @inproceedings{ginestie_raiffet_2015, title = {The {RAIFFET}, a network for support and development of {TVET} in teacher training institutions in {Africa}}, url = {https://hal-amu.archives-ouvertes.fr/hal-01316021/}, abstract = {The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.}, language = {en}, author = {Ginestié, J}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, C:Gabon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teacher training, P:technology, Q:ICT, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{debenedetti_reach_2020, title = {The {Reach} of the {COVID}-19 {Crisis} in {Rwanda}: {Lessons} from the {RECOVR} {Survey}}, shorttitle = {The {Reach} of the {COVID}-19 {Crisis} in {Rwanda}}, url = {https://www.poverty-action.org/blog/reach-covid-19-crisis-rwanda-lessons-recovr-survey}, abstract = {During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.}, language = {en}, urldate = {2020-08-23}, journal = {Innovations for Poverty Action}, author = {Debenedetti, Luciana and Kirke-Smith, Doug and Habarimana Mfura, Jean Leodomir}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AUW3T98S}, } @article{pritchett_rebirth_nodate, title = {The {Rebirth} of {Education}: {Schooling} {Ain}'t {Learning}}, language = {en}, author = {Pritchett, Lant}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XNBFT8J 2129771:HFT5AAQ5}, keywords = {⛔ No DOI found}, pages = {40}, } @article{wargocki_relationship_2019, title = {The relationship between classroom temperature and children’s performance in school}, volume = {157}, issn = {0360-1323}, url = {https://www.sciencedirect.com/science/article/pii/S0360132319302987}, doi = {10.1016/j.buildenv.2019.04.046}, abstract = {The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20\% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.}, language = {en}, urldate = {2022-05-28}, journal = {Building and Environment}, author = {Wargocki, Pawel and Porras-Salazar, Jose Ali and Contreras-Espinoza, Sergio}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2019.04.046 2129771:ICZYEJ3K 4682641:4RW2PIM6}, keywords = {BE:Annotated, BE:RELEVANT, BE:temperature, Children, Cognitive performance, Elementary schools, Learning, Temperature, Thermal environment}, pages = {197--204}, } @incollection{masaiti_relationship_2014, title = {The relationship between education, economy and employment: is higher education curriculum an ingredient?.}, shorttitle = {The relationship between education, economy and employment}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6592/Education,%20Economy%20and%20Employment%20-%20Book%20Chapter.pdf?sequence=1}, urldate = {2023-12-06}, publisher = {Keurkopie}, author = {Masaiti, Gift and Mulenga, Innocent Mutale}, year = {2014}, } @article{watson_relationship_2021, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, copyright = {© 2020 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.}, language = {en}, number = {2}, urldate = {2021-05-27}, journal = {British Journal of Educational Technology}, author = {Watson, Joe and Hennessy, Sara and Vignoles, Anna}, year = {2021}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047}, keywords = {Tanzania, cost effectiveness, educational television, mathematics}, pages = {638--658}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, doi = {10.1111/bjet.13047}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 4804264:6BNTBWJK}, keywords = {Final\_citation, cited, existing}, } @article{stanley_relationship_2017, title = {The {Relationship} {Between} {School} {Distance} {And} {Academic} {Achievement} {Of} {Primary} {School} {Pupils} {In} {Ovia} {North}-{East} {Lga}, {Edo} {State}, {Nigeria}.}, volume = {1}, abstract = {The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20\%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly.}, language = {en}, number = {5}, author = {Stanley, Udoka and Emmanuel, Nelly and Igboh, Benedict}, year = {2017}, pages = {9}, } @article{zhao_relationship_2018, title = {The {Relationship} between {Smartphone} {Use} and {Academic} {Performance} in a {Sample} of {Tertiary} {Students} in {Singapore}: {A} {Cross}-{Sectional} {Study}.}, volume = {14}, shorttitle = {The {Relationship} between {Smartphone} {Use} and {Academic} {Performance} in a {Sample} of {Tertiary} {Students} in {Singapore}}, url = {https://eric.ed.gov/?id=EJ1179530}, number = {4}, urldate = {2024-02-29}, journal = {Journal of Educational Technology}, author = {Zhao, Jingming and Yuping, Wei and Maideen, Ismail and Moe, Zan Khin and Nasirudeen, A. M. A.}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:ICUATGDN}, keywords = {Final\_citation, ⛔ No DOI found}, pages = {28--35}, } @article{wargocki_relationships_2020, title = {The relationships between classroom air quality and children’s performance in school}, volume = {173}, issn = {0360-1323}, url = {https://www.sciencedirect.com/science/article/pii/S0360132320301074}, doi = {10.1016/j.buildenv.2020.106749}, abstract = {The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12\% with respect to the speed at which the tasks are performed and by 2\% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5\% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5\%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.}, language = {en}, urldate = {2022-05-28}, journal = {Building and Environment}, author = {Wargocki, Pawel and Porras-Salazar, Jose Ali and Contreras-Espinoza, Sergio and Bahnfleth, William}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.106749 2129771:FJK5X88T 2129771:L6UTHECG 4682641:LG7FP736 4682641:Q9NJM76P 4682641:S8B3SYD7}, keywords = {BE:RELEVANT, Carbon dioxide, Children, Cognitive performance, Elementary schools, Learning}, pages = {106749}, } @article{yin_relationships_2019, title = {The relationships between teachers’ emotional labor and their burnout and satisfaction: {A} meta-analytic review}, volume = {28}, issn = {1747-938X}, shorttitle = {The relationships between teachers’ emotional labor and their burnout and satisfaction}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302458}, doi = {10.1016/j.edurev.2019.100283}, abstract = {Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.}, language = {en}, urldate = {2021-03-07}, journal = {Educational Research Review}, author = {Yin, Hongbiao and Huang, Shenghua and Chen, Gaowei}, month = nov, year = {2019}, keywords = {Burnout, Emotional labor, Lebanon\_event\_2021, Meta-analysis, Satisfaction, Teacher, \_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:Germany DEU, \_C:Greece GRC, \_C:Iran IRN, \_C:Italy ITA, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Oman OMN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {100283}, } @mastersthesis{kleiberg_relevance_2019, title = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}: {Learning} {Through} {Technology}}, shorttitle = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}}, author = {Kleiberg, Elisabeth Vestvik}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F}, keywords = {\_C:Botswana BWA, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Portugal PRT, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{watts_research_2018, title = {The {Research} {Capacity} {Strengthening} {Strategy} {For} {Evidence}-{Based} {Education} {Policy} and {Practice} in {Northern} {Nigeria}: {Year} {Two} {Report}}, url = {www.nigeria-education.org}, language = {en}, booktitle = {Education {Data}, {Research} and {Evaluation} in {Nigeria} ({EDOREN}}, author = {Watts, Michael and Akogun, Oladele B}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7AE4U8LG 2129771:Y5V6M46V 2486141:K9L3IMV9}, } @book{sealy_researched_2020, title = {The {researchED} {Guide} to {The} {Curriculum}: {An} evidence-informed guide for teachers}, isbn = {978-1-912906-38-3}, shorttitle = {The {researchED} {Guide} to {The} {Curriculum}}, abstract = {researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.}, language = {English}, publisher = {John Catt}, author = {Sealy, Edited by Clare}, editor = {Bennett, Tom}, month = may, year = {2020}, } @book{akogun_researchers_1999, title = {The {Researcher}’s {Manual}}, language = {en}, publisher = {Paraclete Publishers Nigeria}, author = {Akogun, Oladele B}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PDPSRG3J 2129771:WIPQGMZN 2486141:LG9LVJZ2}, } @article{kahyarara_returns_2008, title = {The returns to vocational training and academic education: {Evidence} from {Tanzania}}, volume = {36}, shorttitle = {The returns to vocational training and academic education}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605}, doi = {10.1016/j.worlddev.2007.11.011}, abstract = {In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.}, number = {11}, urldate = {2018-09-11}, journal = {World Development}, author = {Kahyarara, Godius and Teal, Francis}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CC:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:manufacture, T:TVET, T:Training, Z:Benefits of education, Z:Employment skills, Z:Vocational education and training, publicImportV1}, pages = {2223--2242}, } @article{lorente_right_2020, title = {The right to education and ict during covid-19: {An} international perspective}, volume = {12}, shorttitle = {The right to education and ict during covid-19}, doi = {10.3390/su12219091}, number = {21}, journal = {Sustainability}, author = {Lorente, Luis Miguel Lázaro and Arrabal, Ana Ancheta and Pulido-Montes, Cristina}, year = {2020}, note = {Publisher: Multidisciplinary Digital Publishing Institute}, pages = {9091}, } @article{freeman_ripple_2020, title = {The ripple effects of school closures during the {COVID}-19 pandemic}, url = {https://www.cfp.ca/news/2020/05/13/05-13}, language = {en}, urldate = {2020-08-12}, journal = {Canadian Family Physician}, author = {Freeman, Sloane J. and Cohen-Silver, Justine and Baker, Jillian M. and Rozenblyum, Evelyn and Suleman, Shazeen}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QIE9E6JK}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @misc{noauthor_rise_nodate, type = {Blog post}, title = {The rise and rise of realist reviews?}, url = {https://www.cebm.ox.ac.uk/news/views/the-rise-and-rise-of-realist-reviews}, abstract = {Realist reviews are becoming an increasing popular approach to synthesising evidence about complex interventions. Whilst Geoff welcomes this increase, he raises challenges that such popularity might bring}, language = {en}, urldate = {2023-10-23}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7AP7VXKY}, } @article{khakurel_rise_2018, title = {The rise of artificial intelligence under the lens of sustainability}, volume = {6}, url = {https://www.mdpi.com/2227-7080/6/4/100}, doi = {10.3390/technologies6040100}, number = {4}, urldate = {2024-02-24}, journal = {Technologies}, author = {Khakurel, Jayden and Penzenstadler, Birgit and Porras, Jari and Knutas, Antti and Zhang, Wenlu}, year = {2018}, note = {Publisher: MDPI}, pages = {100}, } @misc{noauthor_risks_nodate, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education}, abstract = {Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.}, language = {en}, urldate = {2022-06-07}, journal = {Center for Global Development {\textbar} Ideas to Action}, } @techreport{pritchett_risks_2018, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education}, language = {en}, urldate = {2020-12-14}, institution = {Research on Improving Systems of Education (RISE)}, author = {Pritchett, Lant}, year = {2018}, doi = {10.35489/BSG-RISE-RI_2018/006}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2018/006 2339240:WGZI4LLL 4804264:E7W4ZNDF}, keywords = {Final\_citation, cited, existing}, } @techreport{pritchett_risks_2020, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education}, language = {en}, urldate = {2022-06-07}, institution = {Research on Improving Systems of Education (RISE)}, author = {Pritchett, Lant}, month = apr, year = {2020}, doi = {10.35489/BSG-RISE-RI_2018/006}, } @article{urlings_role_2022, title = {The role and effectiveness of augmented reality in patient education: {A} systematic review of the literature}, issn = {0738-3991}, shorttitle = {The role and effectiveness of augmented reality in patient education}, url = {https://www.sciencedirect.com/science/article/pii/S0738399122000982}, doi = {10.1016/j.pec.2022.03.005}, abstract = {Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education.}, language = {en}, urldate = {2022-04-05}, journal = {Patient Education and Counseling}, author = {Urlings, Julie and Sezer, Sümeyye and ter Laan, Mark and Bartels, Ronald and Maal, Thomas and Boogaarts, Jeroen and Henssen, Dylan}, month = mar, year = {2022}, keywords = {AR, Augmented reality, Chronic disease, Knowledge retention, Patient education, Patient satisfaction, Systematic review}, } @article{penson_role_2012, title = {The role and status of forced migrant teachers in education in emergencies}, language = {en}, journal = {Commonwealth education partnerships}, author = {Penson, Jonathan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Botswana BWA, \_C:Canada CAN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Grenada GRD, \_C:Kenya KEN, \_C:Malta MLT, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Seychelles SYC, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {192--197}, } @inproceedings{tudunwada_role_2007, title = {The {Role} of {Agriculture} in {Achieving} the {Millennium} {Development} {Goals} in {Nigeria}}, language = {en}, booktitle = {3rd annual conference of the {National} {Council}}, author = {Tudunwada, I.Y.}, year = {2007}, keywords = {⛔ No DOI found}, } @article{lumadi_role_2013, title = {The {Role} of {E}-{Learning} in the {Professional} {Development} of {Student} {Teachers} in {Cameroon}: {A} {Discourse} in {Curriculum}}, volume = {4}, copyright = {Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in MCSER journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.}, issn = {2039-2117}, shorttitle = {The {Role} of {E}-{Learning} in the {Professional} {Development} of {Student} {Teachers} in {Cameroon}}, url = {https://www.mcser.org/journal/index.php/mjss/article/view/1799}, abstract = {This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791}, language = {en}, number = {13}, urldate = {2020-04-28}, journal = {Mediterranean Journal of Social Sciences}, author = {Lumadi, Mutendwahothe Walter and Len, Kibinkiri Eric}, month = nov, year = {2013}, note = {Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG}, keywords = {⛔ No DOI found}, pages = {791}, } @article{sabates_role_2006, title = {The role of education in the uptake of preventative health care: {The} case of cervical screening in {Britain}}, volume = {62}, issn = {0277-9536}, shorttitle = {The role of education in the uptake of preventative health care}, url = {https://www.sciencedirect.com/science/article/pii/S0277953605006258}, doi = {10.1016/j.socscimed.2005.11.032}, abstract = {This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake.}, language = {en}, number = {12}, urldate = {2023-01-07}, journal = {Social Science \& Medicine}, author = {Sabates, Ricardo and Feinstein, Leon}, month = jun, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.socscimed.2005.11.032 2129771:XHHR6ICB}, keywords = {Britain, Cancer, Education, Screening}, pages = {2998--3010}, } @incollection{akogun_role_2018, title = {The role of existing evidence in developing teacher recruitment and deployment policies in {North}-{Western} {Nigeria}}, url = {www.nigeria-education.org}, language = {en}, booktitle = {{EDOREN} {Project} {Thematic} {Research} {Study}. {Education} {Data}, {Research} and {Evaluation} in {Nigeria} ({EDOREN}}, author = {Akogun, Oladele B and Adesina, Adedoyin and Iluobi, Ifeatu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C8E78LYH 2129771:MDGYHHWU 2486141:AZPUZ3UI}, } @article{stetler_role_2006, title = {The role of formative evaluation in implementation research and the {QUERI} experience}, volume = {21}, doi = {10.1007/s11606-006-0267-9}, number = {2}, journal = {Journal of general internal medicine}, author = {Stetler, Cheryl B. and Legro, Marcia W. and Wallace, Carolyn M. and Bowman, Candice and Guihan, Marylou and Hagedorn, Hildi and Kimmel, Barbara and Sharp, Nancy D. and Smith, Jeffrey L.}, year = {2006}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11606-006-0267-9 2129771:2Y9SQZVZ 4869029:6LXF478A}, pages = {S1--S8}, } @article{simiyu_role_2014, title = {The {Role} of {General} {Public} in the {Development} of {Technical} and {Vocational} {Education} in {Primary} {Schools} in {Eldoret} {Municipality}, {Kenya}}, volume = {4}, url = {https://www.semanticscholar.org/paper/The-Role-of-General-Public-in-the-Development-of-in-Simiyu-Sambu/0315238763d72aa57634a059744f80fff44d938f}, abstract = {The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.}, number = {1}, journal = {International Journal of Humanities and Social Science}, author = {Simiyu, John Wanyonyi and Sambu, Lenah}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4JQIR44W 2317526:78FRJHVU}, keywords = {⛔ No DOI found}, } @misc{mcburnie_role_2020, title = {The role of interactive radio instruction in the coronavirus ({COVID}-19) education response}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]}, language = {en-GB}, urldate = {2020-09-09}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BPYBULER 2129771:QA4YWNRB 2405685:5ZVJ2YZ5}, keywords = {Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{mcburnie_role_2020, title = {The {Role} of {Interactive} {Radio} {Instruction} in the {COVID}-19 {Education} {Response}}, url = {https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/}, abstract = {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 …}, language = {en-GB}, urldate = {2020-04-13}, journal = {Open Development \& Education}, author = {McBurnie, Chris}, year = {2020}, note = {Library Catalog: opendeved.net Section: blog KerkoCite.ItemAlsoKnownAs: 2129771:47UH82JI 47UH82JI}, keywords = {Author:OpenDevEd}, } @incollection{reid_role_2014, address = {Dordrecht}, title = {The {Role} of {Meta}-analysis in {Educational} {Research}}, isbn = {978-94-007-6808-6 978-94-007-6809-3}, url = {https://link.springer.com/10.1007/978-94-007-6809-3_26}, language = {en}, urldate = {2023-11-02}, booktitle = {A {Companion} to {Research} in {Education}}, publisher = {Springer Netherlands}, author = {Hattie, John and Rogers, H. Jane and Swaminathan, Hariharan}, editor = {Reid, Alan D. and Hart, E. Paul and Peters, Michael A.}, year = {2014}, doi = {10.1007/978-94-007-6809-3_26}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-6809-3\_26 2129771:PAPB2SUU}, pages = {197--207}, } @article{moon_role_2008, title = {The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience}, volume = {29}, shorttitle = {The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training}, doi = {10.1590/s0101-73302008000300008}, abstract = {Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).}, language = {Portuguese}, number = {104}, journal = {Educação \& Sociedade}, author = {Moon, Bob}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1590/s0101-73302008000300008 10/crg4c8 2129771:LJWSNDCD 2317526:NJT6NA22 UA-074EE79F-D41A-4D24-86F9-26B1119757EF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, Distance Education, Teacher Education, publicImportV1}, pages = {791--814}, } @phdthesis{ganapathi_role_2018, type = {{PhD} {Thesis}}, title = {The role of open educational resources ({OERs}) in primary education in developing nations: {A} case study of {India}}, shorttitle = {The role of open educational resources ({OERs}) in primary education in developing nations}, school = {Queensland University of Technology}, author = {Ganapathi, Janani}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Eritrea ERI, \_C:Finland FIN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Togo TGO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{noauthor_role_2014, title = {The {Role} of {Parent}-{Teachers} {Association} in the {Sustainable} {Development} of {Education} in {Kano} {State}}, volume = {2}, language = {en}, number = {1}, journal = {Lappai International Journal of Politics}, month = jun, year = {2014}, } @article{mann_role_2019, title = {The {Role} of {Place}, {Geography}, and {Geographic} {Information} {Systems} in {Educational} {Research}}, volume = {5}, issn = {2332-8584}, url = {https://doi.org/10.1177/2332858419869340}, doi = {10.1177/2332858419869340}, abstract = {Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {AERA Open}, author = {Mann, Bryan and Saultz, Andrew}, month = jul, year = {2019}, note = {Publisher: SAGE Publications Inc}, keywords = {Lebanon\_event\_2021, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, geographic information systems, geography}, pages = {2332858419869340}, } @article{feldman_role_2020, title = {The role of professional learning communities to support teacher development: {A} social practice theory perspective}, volume = {40}, doi = {10.15700/saje.v40n1a1668}, number = {1}, journal = {South African Journal of Education}, author = {Feldman, Jennifer}, year = {2020}, note = {ISBN: 2076-3433}, } @book{brierley_role_2020, title = {The role of research preprints in the academic response to the {COVID}-19 epidemic}, abstract = {The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.}, author = {Brierley, Liam}, month = mar, year = {2020}, doi = {10.22541/au.158516578.89167184}, } @incollection{goagoses_role_2020, address = {Wiesbaden}, title = {The {Role} of {Social} {Goals} in {Academic} {Success}: {Recounting} the {Process} of {Conducting} a {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {The {Role} of {Social} {Goals} in {Academic} {Success}}, url = {https://doi.org/10.1007/978-3-658-27602-7_9}, abstract = {This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Goagoses, Naska and Koglin, Ute}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_9}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_9 2129771:R3DUK9SW}, pages = {145--161}, } @incollection{tudunwada_role_2008, address = {Abuja}, title = {The {Role} of {Soil} {Management} for {Improving} {Crop} and {Animal} {Production} to meet the {Challenges} of food crisis in {Nigeria}}, language = {en}, booktitle = {Paper presented to {National} {Council} of {Local} {Government} {Departments} of {Agriculture} ({NACOLGDA}) 21st – 24th {October} 2008}, publisher = {Merit House}, author = {Tudunwada, I.Y.}, year = {2008}, } @inproceedings{tudunwada_role_2008, address = {Abuja}, title = {The {Role} of {Soil} {Management} in {Addressing} {Food} {Crisis} in {Nigeria}}, language = {en}, booktitle = {4th {Annual} conference of the {National} {Council} for {Local} {Government} {Departments} of {Agriculture}. {October} 2008}, publisher = {Merit House}, author = {Tudunwada, I.Y.}, year = {2008}, keywords = {⛔ No DOI found}, } @article{shereni_role_2019, series = {Journal}, title = {The {Role} of {Technical} and {Vocational} {Education} and {Training} ({TVET}) in {Restoring} {Hospitality} {Sector} {Specific} {Skills} in {Zimbabwe}: {A} {Students}’ {Perspective}}, doi = {10.1080/10963758.2019.1655434}, abstract = {© 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective.}, journal = {Journal of Hospitality and Tourism Education}, author = {Shereni, Ngoni Courage}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10963758.2019.1655434 2129771:GXILQCYX 2129771:HZKW5KPT}, } @article{masquillier_role_2021, title = {The role of the household in the social inclusion of children with special needs in {Uganda}–a photovoice study}, volume = {21}, doi = {10.1186/s12887-021-02805-x}, number = {1}, journal = {BMC pediatrics}, author = {Masquillier, Caroline and De Bruyn, Sara and Musoke, David}, year = {2021}, note = {Publisher: Springer}, pages = {1--13}, } @article{dhir_role_2013, title = {The {Role} of the {iPad} in the {Hands} of the {Learner}}, volume = {19}, number = {5}, journal = {Journal of Universal Computer Science}, author = {Dhir, Amandeep and Gahwaji, Nahla M and Nyman, Gote}, year = {2013}, note = {00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 257089:J3V2WVAC}, keywords = {⛔ No DOI found}, pages = {706--727}, } @article{marsh_role_2014, title = {The role of video in teacher professional development}, volume = {18}, issn = {1366-4530, 1747-5120}, url = {http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106}, doi = {10.1080/13664530.2014.938106}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Teacher Development}, author = {Marsh, Brian and Mitchell, Nick}, month = jul, year = {2014}, note = {shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2129771:48LDJWE4 2339240:6U4RC34H 2405685:PUT3TV3R 2405685:QX23PU84}, pages = {403--417}, } @article{hart_role_2019, title = {The role that access and attitudes toward tablets have on learners’ achievement in a {Johannesburg} school}, volume = {39}, number = {3}, journal = {South African Journal of Education}, author = {Hart, Samantha Anne and Laher, Sumaya}, year = {2019}, note = {Publisher: Education Association of South Africa KerkoCite.ItemAlsoKnownAs: 2129771:T7BCUMAC}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Korea, Republic KOR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @book{mercer_routledge_2019, title = {The {Routledge} {International} {Handbook} of {Research} on {Dialogic} {Education}}, publisher = {Routledge}, author = {Mercer, Neil and Wegerif, Rupert and Major, Louis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GBZAYD8L 2129771:N8ZHZZHY 2129771:NWQMDI93 2129771:S8PCK5R6 2129771:YAJPIEAC}, keywords = {\_\_C:filed:1}, } @article{onsomu_sacmeq_2005, title = {The {SACMEQ} {II} {Project} in {Kenya}: {A} study of the conditions of schooling and the quality of education. {Kenya} {Working} {Report}, {SACMEQ} {Educational} {Policy} {Research} {Series}. {Harare} and {Nairobi}: {Southern} and {Eastern} {Africa} {Consortium} for {Monitoring} {Educational} {Quality} ({SACMEQ}) and {Kenya} {Ministry} of {Education}}, url = {http://datatopics.worldbank.org/hnp/files/edstats/kenstu05.pdf.}, author = {Onsomu, E. and Nzomo, J. and Obiero, C.}, year = {2005}, keywords = {⛔ No DOI found}, } @article{boujikian_sandbox_2022, title = {The {Sandbox} {Model}: {A} {Novel} {Approach} to {Iterating} while {Implementing} an {Emergency} {Education} {Program} in {Lebanon} during the {COVID}-19 {Pandemic}}, volume = {8}, issn = {2518-6833}, shorttitle = {The {Sandbox} {Model}}, url = {https://archive.nyu.edu/handle/2451/63993}, doi = {10.33682/rj45-k7z7}, abstract = {Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Journal on Education in Emergencies}, author = {Boujikian, Michèle and Carter, Alice and Jordan, Katy}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 4426965:TTY7N7J4 4804264:U5M5IJQA}, keywords = {Final\_citation, cited, existing}, pages = {215}, } @article{boujikian_sandbox_2022, title = {The {Sandbox} {Model}: {A} {Novel} {Approach} to {Iterating} while {Implementing} an {Emergency} {Education} {Program} in {Lebanon} during the {COVID}-19 {Pandemic}}, volume = {8}, issn = {2518-6833}, shorttitle = {The {Sandbox} {Model}}, url = {https://archive.nyu.edu/handle/2451/63993}, doi = {10.33682/rj45-k7z7}, abstract = {Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Journal on Education in Emergencies}, author = {Boujikian, Michèle and Carter, Alice and Jordan, Katy}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2129771:RXTUNSRQ 4426965:TTY7N7J4}, pages = {215}, } @techreport{idrc_scaling_2019, title = {The {Scaling} {Playbook}}, shorttitle = {Scaling impact}, language = {en}, author = {{IDRC}}, year = {2019}, keywords = {Common good, Public interest, Scaling (Social sciences)}, } @misc{better_purpose_science_2020, title = {The science of learning - {A} summary of evidence about how children learn}, url = {https://www.betterpurpose.co/_files/ugd/6a0d81_3da2e4bfa9b044bfb0ca2e424fbe4260.pdf}, urldate = {2022-09-28}, author = {{Better purpose}}, year = {2020}, keywords = {education}, } @incollection{h_shurah_2011, address = {Kano, IIIT(N}, title = {The {Shurah} and {Democratic} {Governance} in {Islam}}, language = {so}, booktitle = {Shari’ah, {Democracy} and {Good} {Governance}}, editor = {H., Salihi and A., Umar B. and Suleiman, H.}, year = {2011}, pages = {103--118}, } @article{amman_sierra_2011, title = {The {Sierra} {Leone} {Teachers} {Union}: {Labor} in a {Post}-{Conflict} {Society}}, volume = {14}, copyright = {© The Authors. WorkingUSA: The Journal of Labor and Society © 2011 Immanuel Ness and Wiley Periodicals, Inc.}, issn = {1743-4580}, shorttitle = {The {Sierra} {Leone} {Teachers} {Union}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, abstract = {The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.}, language = {en}, number = {1}, urldate = {2020-12-15}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ}, keywords = {\_C:Sierra Leone SLE}, pages = {57--71}, } @article{amman_sierra_2011, title = {{THE} {SIERRA} {LEONE} {TEACHERS} {UNION}: {LABOR} {IN} {A} {POST}-{CONFLICT} {SOCIETY}: {AMMAN} {AND} {O}'{DONNELL}: {THE} {SIERRA} {LEONE} {TEACHERS} {UNION}}, volume = {14}, issn = {10897011}, shorttitle = {{THE} {SIERRA} {LEONE} {TEACHERS} {UNION}}, url = {https://onlinelibrary.wiley.com/doi/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, language = {en}, number = {1}, urldate = {2022-12-25}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T}, keywords = {\_C:Sierra Leone SLE}, pages = {57--71}, } @article{orduna-malea_silent_2014, title = {The silent fading of an academic search engine: the case of {Microsoft} {Academic} {Search}}, shorttitle = {The silent fading of an academic search engine}, doi = {10.1108/OIR-07-2014-0169}, journal = {Online information review}, author = {Orduña-Malea, Enrique and Martín-Martín, Alberto and Ayllon, Juan M. and López-Cózar, Emilio Delgado}, year = {2014}, note = {Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-07-2014-0169 2129771:CGK7HJEQ}, } @article{lambert_siyavula_2019, title = {The {Siyavula} {Case}: {Digital}, {Collaborative} {Text}-{Book} {Authoring} to {Address} {Educational} {Disadvantage} and {Resource} {Shortage} in {South} {African} {Schools}}, volume = {11}, issn = {1307-9298}, shorttitle = {The {Siyavula} {Case}}, url = {https://eric.ed.gov/?id=EJ1206172}, doi = {10.26822/iejee.2019349252}, abstract = {Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD\$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.}, language = {en}, number = {3}, urldate = {2022-12-25}, journal = {International Electronic Journal of Elementary Education}, author = {Lambert, Sarah}, month = jan, year = {2019}, note = {ERIC Number: EJ1206172 KerkoCite.ItemAlsoKnownAs: 10.26822/iejee.2019349252 4804264:S9GH82PQ}, keywords = {Collaborative Writing, Costs, Disadvantaged Schools, Educational Resources, Educational Technology, Electronic Publishing, Elementary Secondary Education, Faculty Development, Final\_citation, Foreign Countries, Shared Resources and Services, Social Justice, Technology Uses in Education, Textbooks, cited, existing}, pages = {279--290}, } @techreport{arias_skills_2019, title = {The {Skills} {Balancing} {Act} in {Sub}-{Saharan} {Africa}}, url = {http://documents.worldbank.org/curated/en/558991560840574354/pdf/The-Skills-Balancing-Act-in-Sub-Saharan-Africa-Investing-in-Skills-for-Productivity-Inclusivity-and-Adaptability.pdf}, language = {en}, institution = {World Bank}, author = {Arias, Omar and Evans, David K and Santos, Indhira}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5KJCRRXT 2317526:D4CEQB58}, } @book{arias_skills_2019, title = {The skills balancing act in {Sub}-{Saharan} {Africa}: {Investing} in skills for productivity, inclusivity, and adaptability}, shorttitle = {The skills balancing act in {Sub}-{Saharan} {Africa}}, url = {https://policycommons.net/artifacts/1286108/the-skills-balancing-act-in-sub-saharan-africa/1883972/}, urldate = {2024-02-29}, publisher = {World Bank Publications}, author = {Arias, Omar and Evans, David K. and Santos, Indhira}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:6H8I3A6N}, keywords = {Final\_citation}, } @incollection{james_smart_2020, address = {Cham}, series = {{SpringerBriefs} in {Economics}}, title = {The {Smart} {Feature} {Phone} {Revolution} in {Developing} {Countries}: {Bringing} the {Internet} to the {Bottom} of the {Pyramid}}, isbn = {978-3-030-62212-1}, shorttitle = {The {Smart} {Feature} {Phone} {Revolution} in {Developing} {Countries}}, url = {https://doi.org/10.1007/978-3-030-62212-1_2}, abstract = {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.}, language = {en}, urldate = {2022-08-13}, booktitle = {The {Impact} of {Smart} {Feature} {Phones} on {Development}: {Internet}, {Literacy} and {Digital} {Skills}}, publisher = {Springer International Publishing}, author = {James, Jeffrey}, editor = {James, Jeffrey}, year = {2020}, doi = {10.1007/978-3-030-62212-1_2}, keywords = {India, JioPhone, Mobile phone, Poverty, The Internet}, pages = {11--27}, } @article{james_smart_2020, title = {The smart feature phone revolution in developing countries: {Bringing} the internet to the bottom of the pyramid}, volume = {36}, issn = {0197-2243, 1087-6537}, shorttitle = {The smart feature phone revolution in developing countries}, url = {https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497}, doi = {10.1080/01972243.2020.1761497}, abstract = {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 paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome 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.}, language = {en}, number = {4}, urldate = {2022-08-13}, journal = {The Information Society}, author = {James, Jeffrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q}, pages = {226--235}, } @incollection{mantelero_social_2022, address = {The Hague}, series = {Information {Technology} and {Law} {Series}}, title = {The {Social} and {Ethical} {Component} in {AI} {Systems} {Design} and {Management}}, isbn = {978-94-6265-531-7}, url = {https://doi.org/10.1007/978-94-6265-531-7_3}, abstract = {The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.}, language = {en}, urldate = {2024-02-23}, booktitle = {Beyond {Data}: {Human} {Rights}, {Ethical} and {Social} {Impact} {Assessment} in {AI}}, publisher = {T.M.C. Asser Press}, author = {Mantelero, Alessandro}, editor = {Mantelero, Alessandro}, year = {2022}, doi = {10.1007/978-94-6265-531-7_3}, keywords = {Clinical Ethics Committees, Clinical trials, Data ethics, Ethical values, Ethics boards, Ethics committee, Participation, Research Ethics Committees, Social values}, pages = {93--137}, } @article{lochlainn_soul_2020, title = {The soul behind the screen:understanding cultural enrichment as a motivation of informal {MOOC} learning}, volume = {41}, issn = {0158-7919}, shorttitle = {The soul behind the screen}, url = {https://doi.org/10.1080/01587919.2020.1757408}, doi = {10.1080/01587919.2020.1757408}, abstract = {This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Lochlainn, Conchúr Mac and Mhichíl, Mairéad Nic Giolla and Beirne, Elaine and Brown, Mark}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757408}, keywords = {massive open online course, online language learning, qualitative case study, social justice}, pages = {201--215}, } @misc{sphere_sphere_2018, title = {The {Sphere} {Handbook}: {Humanitarian} {Charter} and {Minimum} {Standards} in {Humanitarian} {Response}}, shorttitle = {Sphere {Handbook}}, url = {https://handbook.spherestandards.org/en/sphere/#ch001}, language = {English}, publisher = {Sphere}, author = {{Sphere}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XDSQA73G 2486141:L7EZHB8A}, } @book{loureiro_state_2020, address = {Washington, DC}, title = {The {State} of {Ceará} in {Brazil} is a {Role} {Model} for {Reducing} {Learning} {Poverty}}, url = {https://openknowledge.worldbank.org/handle/10986/34156}, publisher = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee and Lautharte, Ildo and Evans, David K.}, year = {2020}, } @techreport{noauthor_state_2020, title = {The {State} of {Digital} {Accessibility} 2020}, url = {https://g3ict.org/publication/the-state-of-digital-accessibility-2020}, urldate = {2020-08-19}, institution = {G3ict}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5RDKDWQ4}, } @techreport{noauthor_state_2022, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf}, urldate = {2024-03-19}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:FEBQEHL5}, keywords = {Final\_citation}, } @techreport{world_bank_state_2022, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf}, urldate = {2023-02-15}, author = {{World Bank} and {UNESCO} and {UNICEF} and {FCDO} and {USAID} and {Bill and Melinda Gates Foundation}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:WI8GSWEX}, } @article{chireshe_state_2013, title = {The {State} of {Inclusive} {Education} in {Zimbabwe}: {Bachelor} of {Education} ({Special} {Needs} {Education}) {Students}’ {Perceptions}}, volume = {34}, issn = {0971-8923}, shorttitle = {The {State} of {Inclusive} {Education} in {Zimbabwe}}, url = {https://doi.org/10.1080/09718923.2013.11893133}, doi = {10.1080/09718923.2013.11893133}, abstract = {The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.}, number = {3}, urldate = {2021-11-10}, journal = {Journal of Social Sciences}, author = {Chireshe, Regis}, month = mar, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09718923.2013.11893133 KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2013.11893133 2129771:8DEZEXL7 4502395:P8FI63MU 4502395:XRKGX3YQ}, keywords = {Bachelor of Education, Disability, Inclusion, Mainstreaming, Perceptions, Students, Students with Special Needs, Zimbabwe}, pages = {223--228}, } @techreport{gsma_-state--mobile-internet-connectivity-report-2022pdf_2022, title = {The-{State}-of-{Mobile}-{Internet}-{Connectivity}-{Report}-2022.pdf}, url = {http://www.ictworks.org/wp-content/uploads/2022/12/The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf}, urldate = {2022-12-15}, author = {{GSMA}}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:92JEX7VN}, } @techreport{gsma_state_2023, title = {The {State} of {Mobile} {Internet} {Connectivity} {Report} 2023}, url = {https://www.gsma.com/r/somic/}, urldate = {2023-01-12}, institution = {GSMA}, author = {{GSMA}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7V787896 5242966:IXBZGKWP}, } @article{sophos_state_2022, title = {The {State} of {Ransomware} in {Education} 2022 – {Sophos} {Partner} {News}}, volume = {12}, url = {https://partnernews.sophos.com/en-us/2022/07/resources/the-state-of-ransomware-in-education-2022/}, abstract = {Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector.}, language = {en-US}, urldate = {2023-01-06}, journal = {Sophos Partner News July}, author = {Sophos}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:NK8QUT6S 4804264:SL4APFGH}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @techreport{world_bank_state_2021, address = {Washington D.C., Paris, New York}, title = {The {State} of the {Global} {Education} {Crisis}: {A} {Path} to {Recovery} ({Vol}. 1): {Report}}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://www.worldbank.org/en/topic/education/publication/the-state-of-the-global-education-crisis-a-path-to-recovery}, language = {en}, urldate = {2022-01-18}, institution = {: The World Bank, UNESCO, and UNICEF}, author = {{World Bank} and {UNESCO} and {UNICEF}}, year = {2021}, } @techreport{world_bank_state_nodate, type = {Text/{HTML}}, title = {The {State} of the {Global} {Education} {Crisis} : {A} {Path} to {Recovery} ({Vol}. 2) : {Executive} {Summary} ({English})}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English)}, language = {en}, urldate = {2022-01-18}, author = {{World Bank}}, } @techreport{commonwealth_of_learning_status_2017, title = {The {Status} of {ICT} in {Education} in {Saint} {Lucia}}, url = {https://camdu.edu.lc/wp-content/uploads/2017/09/2017_Saint-Lucia_ICTinEDStatus_Final_Jun27.pdf}, urldate = {2020-12-07}, author = {Commonwealth of Learning}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5MEAFF9V 2486141:HCGLMZ3M}, } @article{moulton_strategic_2017, title = {The strategic action field framework for policy implementation research}, volume = {45}, doi = {10.1111/psj.12147}, number = {1}, journal = {Policy Studies Journal}, author = {Moulton, Stephanie and Sandfort, Jodi R.}, year = {2017}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/psj.12147 2129771:EHW2RVHQ}, pages = {144--169}, } @phdthesis{hasler_stratospheric_2002, address = {DAMTP}, title = {The stratospheric circulation in the tropics}, copyright = {All rights reserved}, school = {University of Cambridge}, author = {Haßler, Björn}, month = dec, year = {2002}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:8SR4XSBE}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{rapport_struggle_2018, title = {The struggle of translating science into action: foundational concepts of implementation science}, volume = {24}, shorttitle = {The struggle of translating science into action}, doi = {10.1111/jep.12741}, number = {1}, journal = {Journal of evaluation in clinical practice}, author = {Rapport, Frances and Clay-Williams, Robyn and Churruca, Kate and Shih, Patti and Hogden, Anne and Braithwaite, Jeffrey}, year = {2018}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12741 2129771:WNEVXXLG}, pages = {117--126}, } @misc{ajadi_sun_2012, title = {'{The} sun sets in the masked mountains'}, language = {en}, author = {Ajadi, S.B.}, year = {2012}, } @techreport{un_stat_sustainable_2019, title = {The {Sustainable} {Development} {Goals} {Report} 2019: {Special} {Edition}}, url = {https://unstats.un.org/sdgs/report/2019/goal-04/}, author = {{UN Stat}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z6K57NE7 5242966:UKT3BUB7}, } @article{higgins_sutton_2013, title = {The {Sutton} {Trust}-{Education} {Endowment} {Foundation} {Teaching} and {Learning} {Toolkit}.}, author = {Higgins, S and Katsipataki, M and Kokotsaki, D and Coleman, R and Major, LE and Coe, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 257089:G37S8I6N}, keywords = {⛔ No DOI found}, } @article{joynes_systems_2018, title = {The {Systems} {Approach} to {Child} {Protection}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14222}, abstract = {This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.}, language = {en}, urldate = {2022-12-18}, author = {Joynes, Chris and Mattingly, Jacqui}, month = jul, year = {2018}, note = {Accepted: 2019-01-03T10:02:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8RE9LGUQ 4869029:GUP6TRP6}, keywords = {⛔ No DOI found}, } @article{jere_teacher_2021, title = {The {Teacher} {Educators}’ {Knowledge} of {Learner} {Support} {Services} in {Distance} {Teacher} {Education} {Programmes} in {Selected} {Public} {Colleges} of {Education} in {Zambia}}, url = {https://www.researchgate.net/profile/Maurice-Amutabi-2/publication/366426090_How_Africa_Has_Turned_Around/links/63a18a54e42faa7e75db1f9a/How-Africa-Has-Turned-Around.pdf#page=283}, urldate = {2023-12-06}, journal = {How Africa Has Turned Around}, author = {Jere, Getrude and Mulenga, Innocent Mutale and Manchishi, Peter Chomba}, year = {2021}, keywords = {⛔ No DOI found}, pages = {276}, } @techreport{turrent_teacher_2012, address = {Education Development Trust}, title = {The teacher salary system in {Sierra} {Leone}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf}, urldate = {2022-05-16}, author = {Turrent, Victoria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2405685:JYDRFRHV 4556019:2UB9U5R4}, keywords = {C:Sierra Leone, \_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {24}, } @article{vrikki_teacher_2018, title = {The {Teacher} {Scheme} for {Educational} {Dialogue} {Analysis} ({T}-{SEDA}): {Developing} a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue}, volume = {42}, issn = {1743727X}, shorttitle = {The teacher scheme for educational dialogue analysis ({T}-{SEDA})}, url = {https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1467890}, doi = {10.1080/1743727X.2018.1467890}, abstract = {In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.}, language = {en}, number = {2}, journal = {International Journal of Research and Methods in Education}, author = {Vrikki, M. and Kershner, R. and Calcagni, E. and Hennessy, S. and Lee, L. and Hernández, F. and Estrada, N. and Ahmed, F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2018.1467890 10/ggd696 2129771:TJGPVXL7 2129771:WB24CZ3B 2339240:42M8SED4 2339240:WRAQJ9VC 2486141:FMNRDDZP 503888:H7C7NCFT}, keywords = {Analytic tool, CitedIn:eCubed, Classroom observation, Done:ReferenceFixed, Education, Teachers, classroom observation, eCubed, educational dialogue, equitable participation, reflective practice, teacher inquiry}, pages = {185--203}, } @article{wenner_theoretical_2017, title = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}: {A} {Review} of the {Literature}}, volume = {87}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}}, url = {http://journals.sagepub.com/doi/10.3102/0034654316653478}, doi = {10.3102/0034654316653478}, abstract = {In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Educational Research}, author = {Wenner, Julianne A. and Campbell, Todd}, month = feb, year = {2017}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Israel ISR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {134--171}, } @book{wegerif_theory_2023, address = {London}, edition = {1}, title = {The {Theory} of {Educational} {Technology}: {Towards} a {Dialogic} {Foundation} for {Design}}, isbn = {978-1-00-319849-9}, shorttitle = {The {Theory} of {Educational} {Technology}}, url = {https://www.taylorfrancis.com/books/9781003198499}, language = {en}, urldate = {2023-12-18}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, month = nov, year = {2023}, doi = {10.4324/9781003198499}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:475DJRG3 2129771:RW5KJ8MY 2129771:WL8GJNKP}, } @incollection{ahadzie_traditional_2009, title = {The {Traditional} {Informal} {Apprenticeship} {System} of {West} {Africa} as {Preparation} for {Work}}, isbn = {978-1-4020-5280-4 978-1-4020-5281-1}, url = {https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17}, abstract = {The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).}, language = {English}, urldate = {2018-08-13}, booktitle = {International {Handbook} of {Education} for the {Changing} {World} of {Work}}, publisher = {Springer, Dordrecht}, author = {Ahadzie, William}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HW8FMXWG 2317526:QZSNPL97}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, HDR25, Informal, West Africa, publicImportV1}, pages = {261--275}, } @article{haseloff_train_2017, title = {The {Train} the {Trainer}-{System} ؊ {Results} of a research and development project for and with {VET} pedagogues in {Sub}-{Saharan} {Africa}}, language = {en}, author = {Haseloff, Gesine}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:B27FYPZL KerkoCite.ItemAlsoKnownAs: 2129771:UCZIFCRI 2317526:B27FYPZL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {7}, } @article{gomez_garcia_transcendence_2020, title = {The transcendence of {Augmented} {Reality} in student motivation. {A} systematic review and meta-analysis}, volume = {15}, number = {1}, journal = {ALTERIDAD. Revista de Educación}, author = {Gómez García, Gerardo and Rodríguez Jiménez, Carmen and Marín Marín, José Antonio}, year = {2020}, note = {Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:E2PND4BN}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {36--46}, } @misc{levine_true_2019, title = {The {True} {Cost} of {Freemiums} in {Edtech}}, url = {https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/}, abstract = {An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN {\textbar} by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]}, language = {en-US}, urldate = {2022-12-06}, journal = {EdTech Digest}, author = {Levine, Elliott}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:493X6WUA 4869029:TMRPPK6K}, } @book{easterly_tyranny_2013, address = {New York}, title = {The {Tyranny} of {Experts}: {Economists}, {Dictators}, and the {Forgotten} {Rights} of the {Poor}}, isbn = {978-0-465-03125-2}, shorttitle = {The {Tyranny} of {Experts}}, abstract = {In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.}, language = {en}, publisher = {Hachette UK}, author = {Easterly, William}, year = {2013}, note = {Google-Books-ID: m6hVDgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:BQUKEFEW 2129771:I74S4G99 2129771:N3YW5XB3}, keywords = {Business \& Economics / Development / Economic Development, Business \& Economics / Development / Sustainable Development, Developing countries, Economic aspects, Economic policy, Political Science / Political Economy, Poverty, Social aspects}, } @misc{noauthor_udl_nodate, title = {The {UDL} {Guidelines}}, url = {https://udlguidelines.cast.org/}, urldate = {2022-10-21}, } @article{heikkila_united_2021, title = {The {United} {Nations} {Office} on {Drugs} and {Crime}’s {Efforts} to {Strengthen} a {Culture} of {Prevention} in {Low}- and {Middle}-{Income} {Countries}}, volume = {22}, issn = {1389-4986, 1573-6695}, url = {http://link.springer.com/10.1007/s11121-020-01088-5}, doi = {10.1007/s11121-020-01088-5}, abstract = {Abstract This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified.}, language = {en}, number = {1}, urldate = {2024-03-01}, journal = {Prevention Science}, author = {Heikkilä, Hanna and Maalouf, Wadih and Campello, Giovanna}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11121-020-01088-5 4804264:ZWBMP88Q}, keywords = {Final\_citation}, pages = {18--28}, } @book{elkana_university_2016, title = {The university in the twenty-first century: teaching the new enlightenment in the digital age}, isbn = {978-963-386-039-7}, shorttitle = {The university in the twenty-first century}, url = {http://site.ebrary.com/id/11268829}, language = {English}, urldate = {2022-04-01}, author = {Elkana, Yehuda and Kl??pper, Hannes and Lazerson, Marvin}, year = {2016}, note = {OCLC: 960708617}, } @article{masaiti_university_2011, title = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}: {IS} {IT} {RESPONSIVE} {TO} {SCHOOLS} {AND} {COMMUNITIES}’{ASPIRATIONS}?}, volume = {3}, shorttitle = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}}, url = {https://scholar.google.com/scholar?cluster=2405329664589217006&hl=en&oi=scholarr}, number = {2}, urldate = {2023-12-05}, journal = {European Journal of Educational Studies}, author = {Masaiti, Gift and Manchishi, Peter Chomba}, year = {2011}, keywords = {⛔ No DOI found}, } @article{baker_unprecedented_nodate, title = {The {Unprecedented} {Stock} {Market} {Reaction} to {COVID}-19}, url = {https://academic.oup.com/raps/advance-article/doi/10.1093/rapstu/raaa008/5873533}, doi = {10.1093/rapstu/raaa008}, abstract = {Abstract. No previous infectious disease outbreak, including the Spanish Flu, has affected the stock market as forcefully as the COVID-19 pandemic. In fact, pr}, language = {en}, urldate = {2020-08-12}, journal = {The Review of Asset Pricing Studies}, author = {Baker, Scott R. and Bloom, Nicholas and Davis, Steven J. and Kost, Kyle and Sammon, Marco and Viratyosin, Tasaneeya}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/rapstu/raaa008 2129771:IH7QZRQC}, keywords = {\_\_C:filed:1}, } @incollection{barrera-osorio_use_2009, address = {Cambridge, MA}, title = {The {Use} and {Misuse} of {Computers} in {Education}: {Evidence} {From} a {Randomized} {Controlled} {Trial} of a {Language} {Arts} {Program}.}, url = {https://www.semanticscholar.org/paper/The-Use-andMisuse-of-Computers-in-Education-%3A-from-Barrera-Osorio-Linden/04fbe09878cd7698d341cb2663e23d28}, booktitle = {Abdul {Latif} {Jameel} {Poverty} {Action} {Lab} ({JPAL}). www. leighlinden. com/{Barrera}-{Linden} 20}, author = {Barrera-Osorio, Felipe and Linden, Leigh L.}, year = {2009}, } @book{barrera-osorio_use_2009, series = {Policy {Research} {Working} {Papers}}, title = {The {Use} {And} {Misuse} {Of} {Computers} {In} {Education}: {Evidence} {From} {A} {Randomized} {Experiment} {In} {Colombia}}, shorttitle = {The {Use} {And} {Misuse} {Of} {Computers} {In} {Education}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-4836}, urldate = {2024-03-19}, publisher = {The World Bank}, author = {Barrera-Osorio, Felipe and Linden, Leigh L.}, month = mar, year = {2009}, doi = {10.1596/1813-9450-4836}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-4836 4804264:LV99ICCF}, keywords = {COMMUNICATION TECHNOLOGIES, CURRICULUM, EMPLOYMENT, Final\_citation, HUMAN DEVELOPMENT, LEARNING, LITERATURE, PAPERS, QUALITY OF EDUCATION, REGULAR CLASSROOM, RESEARCH, SCHOOL, SCHOOLS, SCIENCE, SOCIAL SCIENCE, STUDENTS, TEACHER, TEACHERS, TEACHING, TRAINING, UNIVERSITY}, } @article{musonda_use_2020, title = {The {Use} of {Active} {Teaching} {Pedagogical} {Approaches} in {Teaching} {Civic} {Education} in {Secondary} {Schools} in {Kasama} and {Luwingu} {District} of {Zambia}}, volume = {3}, url = {https://naturalsciences.unza.zm/index.php/mjlsse/article/view/243}, number = {3}, urldate = {2023-12-05}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Musonda, Chewe and Masaiti, Gift and Mwila, Kennedy and Njobvu, Tommie}, year = {2020}, keywords = {⛔ No DOI found}, pages = {1--17}, } @article{choi_use_2019, title = {The use of {AI} chatbot as an assistant tool for {SW} education}, volume = {23}, number = {12}, journal = {Journal of the Korea Institute of Information and Communication Engineering}, author = {Choi, Seo-Won and Nam, Jae-Hyun}, year = {2019}, note = {Publisher: The Korea Institute of Information and Commucation Engineering KerkoCite.ItemAlsoKnownAs: 2129771:AH83VQXT 2129771:JWM9GB99}, keywords = {⛔ No DOI found}, pages = {1693--1699}, } @techreport{adam_use_2021, title = {The use of 'building blocks' to develop digital platforms for education in sub-{Saharan} {Africa}}, url = {https://docs.edtechhub.org/lib/PIXT9J66}, urldate = {2022-04-03}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Serafy, Yomna and Podea, Marius and Haßler, Björn}, year = {2021}, doi = {10.53832/edtechhub.0049}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB}, keywords = {Author:OpenDevEd, \_EdTechHub\_Output}, } @techreport{adam_use_2021, title = {The use of 'building blocks' to develop digital platforms for education in sub-{Saharan} {Africa}}, url = {https://docs.edtechhub.org/lib/PIXT9J66}, urldate = {2022-12-03}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Serafy, Yomna and Podea, Marius and Haßler, Björn and {Open Development \& Education}}, month = jan, year = {2021}, doi = {10.53832/edtechhub.0049}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT}, keywords = {Author:OpenDevEd}, } @article{gray_use_2019, title = {The use of learning technologies in complementary medicine education: {Results} of a student technology survey}, volume = {6}, shorttitle = {The use of learning technologies in complementary medicine education}, doi = {10.1016/j.aimed.2019.04.001}, number = {4}, journal = {Advances in Integrative Medicine}, author = {Gray, Alastair C. and Diezel, Helene and Steel, Amie}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.aimed.2019.04.001 2129771:88KK2FW2 2129771:V3A4FDVG}, keywords = {\_\_C:filed:1}, pages = {174--180}, } @article{larbi_use_2016, title = {The {Use} of {Manipulatives} in {Mathematics} {Education}}, volume = {7}, issn = {2222-1735}, url = {https://eric.ed.gov/?id=EJ1126428}, abstract = {The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.}, language = {en}, number = {36}, urldate = {2021-04-17}, journal = {Journal of Education and Practice}, author = {Larbi, Ernest and Mavis, Okyere}, year = {2016}, note = {Publisher: IISTE}, keywords = {Algebra, Comparative Analysis, Control Groups, Conventional Instruction, Experimental Groups, Foreign Countries, Junior High School Students, Manipulative Materials, Mathematics Achievement, Mathematics Education, Pretests Posttests, Teaching Methods, ⛔ No DOI found}, pages = {53--61}, } @article{leitao_use_2017, title = {{THE} {USE} {OF} {MOBILE} {PLATFORMS} {IN} {SCIENCE} {LEARNING}: {A} {COMPARATIVE} {STUDY} {BETWEEN} {PORTUGAL} {AND} {THE} {UK}}, shorttitle = {{THE} {USE} {OF} {MOBILE} {PLATFORMS} {IN} {SCIENCE} {LEARNING}}, doi = {10.21125/iceri.2017.1357}, author = {Leitão, Rui and Turner, Sarah and Maguire, Martin}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1357 10/gdm2tm 2129771:W5FFLVWP 2129771:WRDSBNEI}, keywords = {\_C:Portugal PRT, \_C:Spain ESP, \_\_C:filed:1, \_\_C:scheme:1}, } @article{moluayonge_use_2020, title = {The {Use} of {Modern} {Educational} {Technologies} in {Remote} {Learning} in {Higher} {Education} {During} a {Pandemic}: the {Case} of {COVID}-19 in {Cameroon}}, volume = {7}, copyright = {Copyright (c) 2020 Gracemary}, issn = {2311-1550}, shorttitle = {The {Use} of {Modern} {Educational} {Technologies} in {Remote} {Learning} in {Higher} {Education} {During} a {Pandemic}}, url = {https://jl4d.org/index.php/ejl4d/article/view/454}, abstract = {Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Moluayonge, Gracemary}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KRTPBURM}, keywords = {COVID 19, Educational Technologies, Higher Education, remote learning, ⛔ No DOI found}, pages = {479--484}, } @article{marti_use_2018, title = {The use of tablets and their impact on learning. {A} national research in {Primary} {Education} schools1 {El} uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria}}, volume = {379}, journal = {Revista de Educación}, author = {Martí, Mar Camacho and Mon, Francesc Marc Esteve}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:DHNWR326 2129771:Z4GRPID4}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {160--180}, } @inproceedings{drossel_use_2017, title = {The {Use} of {Tablets} in {Secondary} {Schools} and {Its} {Relationship} with {Computer} {Literacy}}, doi = {10.1007/978-3-319-74310-3_14}, booktitle = {{IFIP} {World} {Conference} on {Computers} in {Education}}, publisher = {Springer}, author = {Drossel, Kerstin and Eickelmann, Birgit}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-74310-3\_14 10/gf62hf 2129771:9P22KD78 2129771:RI88AQD4}, keywords = {\_\_C:filed:1}, pages = {114--124}, } @article{svoboda_use_nodate, title = {{THE} {USE} {OF} {TABLETS} {IN} {TEACHING} {POLITICAL} {ECONOMY} {AT} {CZECH} {UNIVERSITIES}}, author = {Svoboda, Roman and Šrédl, Karel and Severová, Lucie and Kopecká, Lenka and Rodonaia, Elizbar}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:A9QNTVQK}, keywords = {\_C:Austria AUT, \_C:Czech Republic CZE, \_C:Germany DEU, \_C:Ireland IRL, \_C:Romania ROU, \_C:Slovenia SVN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{adam_use_2021, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R}, keywords = {Final\_citation, cited, existing}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R}, keywords = {Author:OpenDevEd, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_duplicate\_item, \_bjoern\_cv, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{khalayleh_use_2021, title = {The use of technology to support teacher learning circles in crisis contexts: {A} rapid review of the literature}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/QBUASN3S}, number = {3}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4974582}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S}, keywords = {Author:OpenDevEd, \_genre:LR-literature\_review}, } @techreport{mcburnie_use_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The use of virtual learning environments and learning management systems during the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {7}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.5281/zenodo.3805843}, note = {EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7}, keywords = {Author:OpenDevEd, COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_C:Afghanistan AFG, \_C:Armenia ARM, \_C:Bangladesh BGD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kyrgyzstan KGZ, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Spain ESP, \_C:Syrian Arab Republic SYR, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_use_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {The use of virtual learning environments and learning management systems during the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {2}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0203}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0203 2129771:S7SC6REF}, keywords = {Author:OpenDevEd, \_\_\_duplicate\_item}, } @techreport{washington_group_washington_2020, title = {The {Washington} {Group} / {UNICEF} {Child} {Functioning} {Module} ({CFM})}, url = {https://www.washingtongroup-disability.com/fileadmin/uploads/wg/Documents/Washington_Group_Questionnaire__5_-_WG-UNICEF_Child_Functioning_Module__ages_5-17_.pdf}, urldate = {2021-10-16}, author = {Washington Group and UNICEF}, year = {2020}, note = {zotzenLib.CopiedFrom: 2486141:WZ6AXIN7 KerkoCite.ItemAlsoKnownAs: 2129771:8GZHW9HI 2486141:WZ6AXIN7}, } @misc{noauthor_wikitmethodpdf_nodate, title = {The+{WiKIT}+{Method}+.pdf}, } @article{cheyeka_withdraw_2011, title = {The withdraw of european missionaries from {St}. {Anthony}'s {Catholic} secondary school: what are the implications?.}, shorttitle = {The withdraw of european missionaries from {St}. {Anthony}'s {Catholic} secondary school}, url = {http://dspace.unza.zm/handle/123456789/6590}, urldate = {2023-12-06}, author = {Cheyeka, Austin and Masaiti, Gift and Mulenga, Innocent Mutale}, year = {2011}, note = {Publisher: The Journal of Humanities-The University of Zambia}, keywords = {⛔ No DOI found}, } @techreport{translators_without_borders_words_2018, title = {The {Words} {Between} {Us}: {How} {Well} {Do} {Enumerators} {Understand} the {Terminology} {Used} in {Humanitarian} {Surveys}? {A} {Study} from {Northeast} {Nigeria}}, url = {https://translatorswithoutborders.org/wp-content/uploads/2018/12/TWB_Nigeria_EnumeratorComprehension_Nov2018-1.pdf}, urldate = {2024-03-25}, author = {{Translators Without Borders}}, month = nov, year = {2018}, } @book{group_world_2014, title = {The {World} {Bank} {Group} {A} to {Z} 2015}, isbn = {978-1-4648-0382-6}, abstract = {Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues--from climate change, conflict, and food crises to education, agriculture, finance, and trade--with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.}, language = {en}, publisher = {World Bank Publications}, author = {Group, World Bank}, month = sep, year = {2014}, note = {Google-Books-ID: 0Km1BAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:I2VMYUHN}, keywords = {Business \& Economics / Banks \& Banking, Business \& Economics / Development / Economic Development, Business \& Economics / Development / Sustainable Development, Business \& Economics / International / Economics \& Trade, Business \& Economics / Nonprofit Organizations \& Charities / General, Final\_citation, Political Science / Public Policy / Economic Policy, Social Science / Developing \& Emerging Countries, Social Science / Poverty \& Homelessness, Social Science / Sociology / General}, } @article{kraay_world_2019, title = {The {World} {Bank} {Human} {Capital} {Index}: {A} {Guide}.}, volume = {34}, doi = {10.1093/wbro/lkz001}, journal = {The World Bank Research Observer}, author = {Kraay, Aart C.}, year = {2019}, pages = {1--33}, } @misc{unesco_world_2017, title = {The world is off track in achieving the global education goal, {SDG} 4 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000368935}, urldate = {2022-12-15}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:I2JJTTJ3}, keywords = {Final\_citation, cited, existing}, } @book{fanon_wretched_1961, address = {London}, title = {The wretched of the earth}, language = {eng}, publisher = {MacGibbon \& Kee}, author = {Fanon, Frantz}, year = {1961}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B7P3ISAE}, keywords = {Africa, Algeria, DEVELOPING countries, History, Imperialism, National liberation movements, Politics and government, Politics and governments, Revolution, 1954-1962}, } @article{inayati_writing_2019, title = {{THE} {WRITING} {AND} {SUPERVISION} {OF} {BRIGHT} {ENGLISH} {TEXTBOOK} {DEVELOPMENT} {FOR} {PRIMARY} {SCHOOL} {TEACHERS} {IN} {INDONESIAN} {CONTEXT}}, volume = {7}, doi = {10.22373/ej.v7i1.5592}, number = {1}, journal = {Englisia: Journal of Language, Education, and Humanities}, author = {Inayati, Nina and Abidasari, Erlyna and WS, Kharisma Naidi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.22373/ej.v7i1.5592 2129771:7RYD5BB9}, keywords = {\_C:Indonesia IDN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {53--68}, } @incollection{noauthor_youth_nodate, title = {The {Youth}, {Gender} and {Sustainable} {Development}: {An} {Assessment} of {Girl}-{Child} {Education} in {Kano} {State}}, language = {en}, booktitle = {The {Nigerian} {Youth}: {Political}}, } @misc{noauthor_zambia_nodate, title = {The {Zambia} {eSchool} 360 {Evaluation} {Project}}, url = {https://www.air.org/project/zambia-eschool-360-evaluation-project}, abstract = {Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.}, language = {en}, urldate = {2023-03-12}, journal = {American Institutes for Research}, } @misc{air_zambia_nodate, title = {The {Zambia} {eSchool} 360 {Evaluation} {Project}}, url = {https://www.air.org/project/zambia-eschool-360-evaluation-project}, abstract = {Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.}, language = {en}, urldate = {2022-04-17}, journal = {American Institutes for Research}, author = {{AIR}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P2DMFFND}, } @misc{noauthor_zambia_nodate, title = {The {Zambia} {eSchool} 360 {Expansion} {Project}: {A} {Program} {That} {Aims} to {Improve} {Education} in {Zambia}}, shorttitle = {The {Zambia} {eSchool} 360 {Expansion} {Project}}, url = {https://www.air.org/project/zambia-eschool-360-expansion-project-program-aims-improve-education-zambia}, abstract = {The current Zambian educational system is neither providing the access to nor the quality of education that its students and communities need. AIR is working to expand and evaluate the eSchool 360 program to 35 rural schools in Zambia. The program aims to deliver higher quality and low-cost education to children in primary grades through a holistic technology solution.}, language = {en}, urldate = {2022-04-17}, journal = {American Institutes for Research}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9JRU5J7X 2129771:I82RBS3T}, } @misc{noauthor_the_beginner_s_guide_to_peapdf_nodate, title = {The\_Beginner\_s\_Guide\_to\_PEA.pdf}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766478/The_Beginner_s_Guide_to_PEA.pdf}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q2G328HQ}, } @techreport{whaites_the_beginner_s_guide_to_peapdf_2017, address = {UK}, title = {The\_Beginner\_s\_Guide\_to\_PEA.pdf}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766478/The_Beginner_s_Guide_to_PEA.pdf}, urldate = {2022-12-28}, institution = {UKAID}, author = {Whaites, A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:PRFJX7FN}, keywords = {Final\_citation, cited, existing}, } @book{hasler_theme_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 1: {Creative} {Approaches} ({Coordinators})}, volume = {2}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = oct, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:8NQR4EYA}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 1: {Creative} {Approaches} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:DKIAT34X}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 1: {Creative} approaches ({Tutors})}, volume = {2}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BXC77H6P 2129771:ZSIEDWMH}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 2: {Questioning} ({Coordinators})}, volume = {3}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = dec, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GSVI5ARP}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 2: {Questioning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JD68FQPT}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 2: {Questioning} ({Tutors})}, volume = {3}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AUZXH72U 2129771:ELQ2SUES}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 3: {Talk} for {Learning} ({Coordinators})}, volume = {4}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = feb, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:9XIQFZ7A}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Facilitators})}, title = {Theme 3: {Talk} for {Learning} ({Facilitators})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:VEGW5TMY}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 3: {Talk} for {Learning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:2AUGSL3Q}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 3: {Talk} for {Learning} ({Tutors})}, volume = {4}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = feb, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JQNSU649}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 4: {Group} {Work} ({Coordinators})}, volume = {5}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, abstract = {This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CM625AFT 2129771:UMMTA7EM}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Facilitators})}, title = {Theme 4: {Group} {Work} ({Facilitators})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LQSF5UVC}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 4: {Group} {Work} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:APA9XKCI}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 4: {Group} {Work} ({Tutors})}, volume = {5}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = apr, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:MKG5RAMB}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 5: {Teaching} and learning materials ({Coordinators})}, volume = {6}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZRAHWN9Y 2129771:ZTBKVLZS}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Facilitators})}, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Facilitators})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:67R82YMS}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:YYWCB88I}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Tutors})}, volume = {6}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DWV2WHF4 2129771:JEMU8JGF}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Professional} {Development} {Coordinators})}, title = {Theme 6: {Leadership} for {Learning} ({Coordinators})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Swaffield, Sue and MacBeath, J.}, editor = {Haßler, Björn}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Handbook} for {Facilitators})}, title = {Theme 6: {Leadership} for {Learning} {Materials} ({Facilitators})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:M5P53KQJ}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 6: {Leadership} for {Learning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LPDQYNQZ}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{swaffield_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 6: {Leadership} for {Learning} ({Tutors})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Swaffield, Sue and MacBeath, J.}, editor = {Haßler, Björn}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Chad TCD, \_C:Ghana GHA, \_C:Greece GRC, \_C:United Kingdom GBR, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_theme_nodate, title = {Theme 6 {National} {Teachers}\_ {Standards} ({NTS}) and {National} {Teacher} {Education} {Curriculum} {Framework} ({NTECF}) {Handbook} - {Professional} {Development} {Coordinators}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 6 {National} {Teachers}\_ {Standards} ({NTS}) and {National} {Teacher} {Education} {Curriculum} {Framework} ({NTECF}) - {Professional} {Development} for {Tutors}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 7 {Assessing} {Student} {Teachers} - {Professional} {Development} {Coordinators}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 7 {Assessing} {Trainee} {Teachers} - {Professional} {Development} for {Tutors}.pdf}, } @incollection{jaworksi_themes_1999, address = {London}, series = {Studies in {Mathematics} {Education} {Series}}, title = {Themes and issues in inservice programmes}, shorttitle = {Themes and issues in inservice programmes}, booktitle = {Mathematics {Teacher} {Education}: {Critical} {International} {Perspectives}}, publisher = {Falmer Press}, author = {Jaworski, B and Wood, T}, editor = {Jaworksi, B. and Wood, T. and Dawson, S.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MX8WGLZL 261495:FJZBFGRQ}, pages = {125--147}, } @inproceedings{ndlovu_themes_2018, title = {Themes in mathematics teacher professional learning research in {South} {Africa}: {A} review of the period 2006–2015}, doi = {10.1007/978-3-319-72170-5_22}, booktitle = {Invited {Lectures} from the 13th {International} {Congress} on {Mathematical} {Education}}, publisher = {Springer, Cham}, author = {Ndlovu, Mdutshekelwa}, year = {2018}, pages = {385--399}, } @article{russell_theories_2013, title = {Theories and research methodologies for design-based implementation research: {Examples} from four cases}, volume = {115}, shorttitle = {Theories and research methodologies for design-based implementation research}, doi = {10.1177/016146811311501401}, number = {14}, journal = {Teachers College Record}, author = {Russell, Jennifer Lin and Jackson, Kara and Krumm, Andrew E. and Frank, Kenneth A.}, year = {2013}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501401 2129771:JULINTLU}, pages = {157--191}, } @phdthesis{moeini_theorising_2020, type = {Doctoral}, title = {Theorising {Evidence}-{Informed} {Learning} {Technology} {Enterprises}: {A} {Participatory} {Design}-{Based} {Research} {Approach}}, copyright = {open}, shorttitle = {Theorising {Evidence}-{Informed} {Learning} {Technology} {Enterprises}}, url = {https://discovery.ucl.ac.uk/id/eprint/10117895/}, abstract = {The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.}, language = {eng}, urldate = {2023-01-15}, school = {UCL (University College London)}, author = {Moeini, Anissa}, month = dec, year = {2020}, note = {Conference Name: UCL Meeting Name: UCL Pages: 1-244 Publication Title: Doctoral thesis, UCL (University College London). KerkoCite.ItemAlsoKnownAs: 2129771:3G2SWI79 4426965:YQEKEBY5}, } @article{white_theory-based_2018, title = {Theory-based systematic reviews}, volume = {10}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2018.1439078}, doi = {10.1080/19439342.2018.1439078}, abstract = {It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.}, number = {1}, urldate = {2018-05-17}, journal = {Journal of Development Effectiveness}, author = {White, Howard}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1439078 10/gf4jqh 2129771:TZ45P7Q4 2317526:NZADPF4K}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:en, Systematic reviews, causal chain analysis, impact evaluation, publicImportV1, theory-based approach}, pages = {17--38}, } @misc{wikipedia_theory_2020, title = {Theory of change}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865}, abstract = {Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.}, language = {en}, urldate = {2020-05-27}, author = {Wikipedia}, month = may, year = {2020}, note = {Page Version ID: 954966865 KerkoCite.ItemAlsoKnownAs: 2129771:3S64R93U 2317526:F2DQTIDZ}, } @article{mayne_theory_2017, title = {Theory of {Change} {Analysis}: {Building} {Robust} {Theories} of {Change}}, volume = {32}, issn = {1496-7308, 0834-1516}, shorttitle = {Theory of {Change} {Analysis}}, url = {https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/31122}, doi = {10.3138/cjpe.31122}, abstract = {Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example.}, language = {en}, number = {2}, urldate = {2021-05-06}, journal = {Canadian Journal of Program Evaluation}, author = {Mayne, John}, month = dec, year = {2017}, } @article{li_theoryon_2020, title = {{TheoryOn}: {A} {Design} {Framework} and {System} for {Unlocking} {Behavioral} {Knowledge} {Through} {Ontology} {Learning}}, volume = {44}, issn = {02767783, 21629730}, shorttitle = {{TheoryOn}}, url = {https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html}, doi = {10.25300/MISQ/2020/15323}, abstract = {The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {MIS Quarterly}, author = {Li, Jingjing and Larsen, Kai and Abbasi, Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2129771:RUL4L9G5 2129771:XIYR9UDQ 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7}, keywords = {\_Added-ailr-2024}, pages = {1733--1772}, } @article{noda_thermal_2020, title = {Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates}, volume = {182}, doi = {10.1016/j.buildenv.2020.107156}, journal = {Building and Environment}, author = {Noda, Lumy and Lima, Amanda VP and Souza, Jullyanne F. and Leder, Solange and Quirino, Luana M.}, year = {2020}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.107156 2129771:QJ7T644R 4682641:KNT9RTF7}, keywords = {BE:RELEVANT}, pages = {107156}, } @article{jing_thermal_2019, title = {Thermal comfort and energy-saving potential in university classrooms during the heating season}, volume = {202}, doi = {10.1016/j.enbuild.2019.109390}, journal = {Energy and Buildings}, author = {Jing, Shenglan and Lei, Yonggang and Wang, Hongjian and Song, Chongfang and Yan, Xufeng}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2019.109390 2129771:P6XL97FL 4682641:Z39JHPPR}, keywords = {BE:RELEVANT}, pages = {109390}, } @misc{eso_thermal_2023, title = {Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings}, author = {Eso, Olamide}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4874017:ZDP45MEY 5072953:CSIQDIMN}, keywords = {\_z:class:countries, \_z:class:themes}, } @misc{noauthor_thermal_nodate, title = {Thermal {Modeling} of the {Air} {Flow} {Inside} and {Around} {Your} {House}}, url = {https://www.comsol.com/blogs/thermal-modeling-of-the-air-flow-inside-and-around-your-house/}, abstract = {Quickly and easily build thermal models to predict the air flow inside and around your house using tabulated meteorological data. Learn how.}, language = {en}, urldate = {2024-02-23}, journal = {COMSOL}, } @article{bannink_they_2020, title = {‘{They} {Give} {Him} a {Chance}’-{Parents}’ {Perspectives} on {Disability} and {Inclusive} {Primary} {Education} in {Uganda}}, volume = {67}, doi = {10.1080/1034912X.2019.1593326}, number = {4}, journal = {International Journal of Disability, Development and Education}, author = {Bannink, Femke and Nalugya, Ruth and van Hove, Geert}, year = {2020}, note = {Publisher: Taylor \& Francis}, pages = {357--375}, } @misc{ajadi_things_2011, title = {'{Things} {Fall} {Apart}', {The} writers' block magazine}, language = {en}, publisher = {The Press}, author = {Ajadi, S.B.}, year = {2011}, note = {Edition: p.49 Fall Place: New York}, } @article{boateng_think_2018, title = {Think {Tanks}’ {Influence} on {Education} {Policymaking} in {Low}-{Income} {Contexts}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14256}, abstract = {Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.}, language = {en}, urldate = {2022-12-18}, author = {Boateng, Pearl}, month = aug, year = {2018}, note = {Accepted: 2019-01-11T10:24:35Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BNHTTAYN 4869029:JVBMTWRS}, keywords = {⛔ No DOI found}, } @misc{noauthor_thinking_nodate, title = {Thinking and working politically}, url = {https://gsdrc.org/professional-dev/thinking-and-working-politically/}, abstract = {Development assistance works best, and is least liable to do harm, when the people designing it are thinking and working politically (TWP). This thought has been around for some time, but what it implies in practice has not always been clear. Big steps have been taken to encourage donor agency staff to think politically about […]}, language = {en-US}, urldate = {2020-09-06}, journal = {GSDRC}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LYLULI4Y 2129771:XTDPTFID}, } @article{booth_thinking_nodate, title = {Thinking and {Working} {Politically}}, language = {en}, author = {Booth, David}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUC32AHQ}, keywords = {⛔ No DOI found}, pages = {3}, } @misc{noauthor_thinking_2018, title = {Thinking and {Working} {Politically} {Through} {Applied} {Political} {Economy} {Analysis}}, url = {https://www.usaid.gov/documents/1866/thinking-and-working-politically-through-applied-political-economy-analysis}, abstract = {This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.}, language = {en}, urldate = {2020-09-06}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XT4E6HM2}, } @article{menocal_thinking_nodate, title = {{THINKING} {AND} {WORKING} {POLITICALLY} {THROUGH} {APPLIED} {POLITICAL} {ECONOMY} {ANALYSIS}: {A} {GUIDE} {FOR} {PRACTITIONERS}}, language = {en}, author = {Menocal, Alina Rocha and Cassidy, Marc and Swift, Sarah and Jacobstein, David and Rothblum, Corinne and Tservil, Ilona}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BH88U2XL 2129771:ZVNHKCL7}, keywords = {⛔ No DOI found}, pages = {12}, } @article{kelsall_thinking_nodate, title = {Thinking and working with political settlements}, language = {en}, author = {Kelsall, Tim}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J32WWS87}, keywords = {⛔ No DOI found}, pages = {32}, } @misc{noauthor_thinking_nodate, title = {Thinking and working with political settlements: the case of {Tanzania}}, shorttitle = {Thinking and working with political settlements}, url = {https://www.odi.org/publications/11234-thinking-and-working-political-settlements-case-tanzania}, abstract = {This paper trials a new political settlements concept and, in doing so, develops a new political settlements typology for donors and domestic reformers.}, language = {en}, urldate = {2020-09-06}, journal = {ODI}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AYB8FLKS}, } @article{yoon_thinking_2018, title = {Thinking {Critically} in {Space}: {Toward} a {Mixed}-{Methods} {Geospatial} {Approach} to {Education} {Policy} {Analysis}}, volume = {47}, issn = {0013-189X, 1935-102X}, shorttitle = {Thinking {Critically} in {Space}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X17737284}, doi = {10.3102/0013189X17737284}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Educational Researcher}, author = {Yoon, Ee-Seul and Lubienski, Christopher}, month = jan, year = {2018}, keywords = {Lebanon\_event\_2021, \_C:Canada CAN, \_C:China CHN, \_C:New Zealand NZL, \_C:Russian Federation RUS, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {53--61}, } @misc{lebaron_von_baeyer_thinking_2018, title = {“{Thinking} {Outside} the {Camp}”: {Education} {Solutions} for {Syrian} {Refugees} in {Jordan} - {VON} {BAEYER} - 2017 - {Ethnographic} {Praxis} in {Industry} {Conference} {Proceedings} - {Wiley} {Online} {Library}}, url = {https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/1559-8918.2017.01163}, urldate = {2022-04-16}, author = {Lebaron von Baeyer, Sarah}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3QUZWXRI}, } @misc{noauthor_thnal_nodate, title = {Thnal {Udom} {Chomnes}: {Promoting} {Cambodian} {Higher} {Education} {Innovation}}, shorttitle = {Thnal {Udom} {Chomnes}}, url = {https://www.researchgate.net/project/Thnal-Udom-Chomnes-Promoting-Cambodian-Higher-Education-Innovation}, abstract = {Start date: Jun 1, 2019 {\textbar} THNAL UDOM CHOMNES: PROMOTING CAMBODIAN HIGHER EDUCATION INNOVATION {\textbar} This three-year programme is supported by the Australian Department of Foreign Affairs and Trade (DFAT) through The Asia Foundation (TAF)’s Ponlok Chomnes Programme: Data and Dialogue for Development in Cambodia. In this programme CDRI aims at strengthening the capacity of...}, language = {en}, urldate = {2022-07-13}, journal = {ResearchGate}, } @article{goldfarb_three_2021, title = {Three {Decades} of {Research}: {The} {Case} for {Comprehensive} {Sex} {Education}}, volume = {68}, issn = {1054-139X}, shorttitle = {Three {Decades} of {Research}}, url = {https://www.sciencedirect.com/science/article/pii/S1054139X20304560}, doi = {10.1016/j.jadohealth.2020.07.036}, abstract = {Purpose School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education. Methods Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80\% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review. Results Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality. Conclusions Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Adolescent Health}, author = {Goldfarb, Eva S. and Lieberman, Lisa D.}, month = jan, year = {2021}, keywords = {CSE, K-12, National Sex Education Standards, National Sexuality Education Standards, Sex education, Sexuality education, Systematic Literature Review, comprehensive sex education}, pages = {13--27}, } @article{stewart_three_2020, chapter = {Politics}, title = {Three ex-{PMs} attack plan to merge {DfID} with {Foreign} {Office}}, issn = {0261-3077}, url = {https://www.theguardian.com/politics/2020/jun/16/foreign-office-and-department-for-international-development-to-merge}, abstract = {Aid organisations accuse Johnson of tying aid to security and diplomatic aims}, language = {en-GB}, urldate = {2020-06-17}, journal = {The Guardian}, author = {Stewart, Heather and Wintour, Patrick}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N45ILED9}, keywords = {Aid, Boris Johnson, Dominic Raab, Foreign policy, Global development, Politics, UK news}, } @article{rivera_three_2008, title = {Three ({Post}-{Secondary} {Agricultural} {Education} and {Training}) {Challenges} and the {Concept} of "{Workforce} {Education} {Systems}"}, doi = {10.1080/13892240701820546}, abstract = {The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)}, language = {en}, journal = {Journal of agricultural education and extension}, author = {Rivera, William M.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820546 10/c8cf6b 2129771:6IAGKSU7 2317526:T8IRDFH8 LOCAL-PQ-61962525}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:agricultural, P:agriculture, P:economy, P:services, P:social, T:Training, T:workplace education, Z:Agricultural Education, Z:Conference Papers, Z:Economic Development, Z:Foreign Countries, Z:Labor Force Development, Z:Productivity, Z:Social Sciences, publicImportV1}, } @book{beteille_three_2020, series = {Policy {Notes}}, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/33775}, urldate = {2020-08-12}, publisher = {World Bank}, author = {Beteille, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy, Tara Ding}, month = may, year = {2020}, doi = {10.1596/33775}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33775 2129771:IUPIP3FK 2129771:SYWCQ5YI}, keywords = {CORONAVIRUS, COVID-19, EARLY CHILDHOOD EDUCATION, TEACHER TRAINING}, } @article{bruns_through_2018, title = {Through the {Looking} {Glass}: {Can} {Classroom} {Observation} and {Coaching} {Improve} {Teacher} {Performance} in {Brazil}?}, doi = {10.1016/j.econedurev.2018.03.003}, language = {en}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, year = {2018}, note = {shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH}, keywords = {\_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Ethiopia ETH, \_C:Guatemala GTM, \_C:Honduras HND, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Nepal NPL, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_yl:a}, pages = {44}, } @article{bruns_through_2018, title = {Through the looking glass: can classroom observation and coaching improve teacher performance in {Brazil}?}, volume = {64}, issn = {0272-7757}, shorttitle = {Through the looking glass}, doi = {10.1016/j.econedurev.2018.03.003}, language = {en}, journal = {Economics of Education Review}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 4804264:DKQJUIVM}, keywords = {Final\_citation, cited, existing}, pages = {214--250}, } @techreport{hasler_tich_2022, address = {Freetown, Sierra Leone}, type = {Tich {Me} {Ar} {Tich} {Dem} {Output}}, title = {Tich {Me} {Ar} {Tich} {Dem} — {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/3RTBA9FR}, abstract = {Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.}, language = {en}, number = {1}, institution = {OpenDevEd}, author = {Haßler, Björn and Lurvink, Anne-Fleur and Beoku-Betts, Iman and McBurnie, Chris and Adam, Taskeen and Blower, Tom}, month = jan, year = {2022}, doi = {10.53832/opendeved.0269}, note = {ZenodoArchiveID: 6335781 ZenodoArchiveConcept: 6335780 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 10.53832/opendeved.0269 2129771:3RTBA9FR}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_r:AddedByZotZen, \_yl:b}, } @misc{walker_tich_2022, title = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’: {Designing} a low-cost and scalable teacher professional development in {Sierra} {Leone}}, shorttitle = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/}, abstract = {Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]}, language = {en-GB}, urldate = {2022-08-23}, journal = {Open Development \& Education}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D}, keywords = {\_C:Sierra Leone SLE}, } @techreport{walker_tich_2022, title = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’: {Designing} a low-cost and scalable teacher professional development in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E98S2AG2}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris}, month = mar, year = {2022}, doi = {10.53832/opendeved.1058}, note = {ZenodoArchiveID: 10302459 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1058 ZenodoArchiveConcept: 10302458}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{ferrao_tich_2022, title = {Tich mi ar tich dem ({E}-{Cubed}) - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/e-cubed/, https://opendeved.net/programmes/e-cubed/}, abstract = {Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country.}, language = {en-GB}, urldate = {2024-01-06}, author = {Ferrao, Evette}, month = may, year = {2022}, } @misc{walker_tich_2022, title = {Tich {Mi} {Ar} {Tich} {Dem} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/}, abstract = {Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and}, language = {en-GB}, urldate = {2022-12-21}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris and McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink {and} Chris, Hannah Walker}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BUPVEQTQ 4426965:K7HAJJT5}, } @misc{walker_tich_2022, title = {Tich {Mi} {Ar} {Tich} {Dem} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/}, abstract = {Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and}, language = {en-GB}, urldate = {2023-11-09}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris and McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink {and} Chris, Hannah Walker}, month = mar, year = {2022}, } @techreport{lurvink_tich_2023, title = {Tich {Mi} {Ar} {Tich} {Dem} {Open} {Development} \& {Education} and {EducAid} {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/X2GZ7KUT}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Lurvink, Anne-Fleur and Mason-Sesay, Miriam}, month = feb, year = {2023}, doi = {10.53832/opendeved.1060}, note = {ZenodoArchiveID: 10302526 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1060 ZenodoArchiveConcept: 10302525}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @misc{karamperidou_time_2020, title = {Time to {Teach}: {Teacher} attendance and time on task in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef-irc.org/time-to-teach}, urldate = {2022-01-25}, author = {Karamperidou, Despina and Brossard, Mathieu and Peirolo, Silvia and Richardson, Dominic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L}, } @book{nugroho_time_2021, title = {Time to {Teach}: {Teacher} {Attendance} and {Time} on {Task} in {Primary} {Schools} in {Mozambique}}, shorttitle = {Time to {Teach}}, url = {https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573}, abstract = {Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.}, language = {en}, urldate = {2022-01-06}, publisher = {UNICEF}, author = {Nugroho, Dita and Karamperidou, Despina}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:87AUTI3D 4556019:44PQIP2W 4556019:6P6UPZAV}, keywords = {Barriers, C:Mozambique, Developing Nations, Educational Change, Educational Policy, Elementary School Teachers, Employee Absenteeism, Foreign Countries, Gender Differences, Influences, Institutional Characteristics, Rural Urban Differences, Sanctions, Teacher Attendance, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Persistence, Teaching Conditions, Time Management, ⛔ No DOI found}, } @incollection{lai_assess_2019, title = {To {Assess} a {Gamified} {5E} {Flipped} {Learning} {Platform}’s {Effectiveness} in {Promoting} {Student} {Learning} and {Achievement} in {Physics}: {A} {Design}-{Based} {Research}}, shorttitle = {To {Assess} a {Gamified} {5E} {Flipped} {Learning} {Platform}’s {Effectiveness} in {Promoting} {Student} {Learning} and {Achievement} in {Physics}}, booktitle = {Shaping the {Future} of {Education}, {Communication} and {Technology}}, publisher = {Springer}, author = {Lai, Kar Hei and Foon, Hew Khe}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G94Y9CKC 2129771:ST2TH3QX}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:Singapore SGP, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {91--106}, } @article{moore_truly_2021, title = {To truly ‘build back better’ we must reimagine what prosperity looks like}, url = {https://www.ft.com/content/fb900edd-9849-4bc1-a9e8-a4a4cf459677}, abstract = {Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns}, urldate = {2022-04-17}, journal = {Financial Times}, author = {Moore, Henrietta}, month = sep, year = {2021}, } @article{niari_use_2021, title = {To {Use} or not {Use} {Collaborative} {Learning} {Techniques} in {Teleconference} {Teaching}? {A} {Case} {Study} from the {Hellenic} {Open} {University}}, volume = {8}, copyright = {Copyright (c) 2021 Maria Niari}, issn = {2311-1550}, shorttitle = {To {Use} or not {Use} {Collaborative} {Learning} {Techniques} in {Teleconference} {Teaching}?}, url = {https://jl4d.org/index.php/ejl4d/article/view/443}, abstract = {The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Niari, Maria}, month = mar, year = {2021}, note = {Number: 1}, keywords = {collaborative learning techniques, distance collaborative learning, distance education, group dynamics, qualitative research, teleconference, ⛔ No DOI found}, pages = {93--110}, } @article{oketch_vocationalise_2007, title = {To vocationalise or not to vocationalise? {Perspectives} on current trends and issues in technical and vocational education and training ({TVET}) in {Africa}}, volume = {27}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059306000770}, doi = {10.1016/j.ijedudev.2006.07.004}, abstract = {In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.}, number = {2}, urldate = {2018-05-17}, journal = {International Journal of Educational Development}, author = {Oketch, Moses O.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.07.004 10/bwcb97 2129771:5BA8YC3B 2317526:XHIZPKCS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, Education, F:learning, F:policy, P:administration, P:nature, Q:secondary education, R:interview, Skills, T:Educação profissionalizante, T:TVET, T:occupational education, T:vocational training scheme, Technical and vocational education, publicImportV1}, pages = {220--234}, } @incollection{king_todays_2015, title = {Today's challenges for girls' education}, booktitle = {Brookings {Global} {Working} {Paper} {Series}.}, author = {King, Elizabeth and Winthrop, Rebecca}, year = {2015}, } @article{trust_together_2016, title = {“{Together} we are better”: {Professional} learning networks for teachers}, volume = {102}, issn = {0360-1315}, shorttitle = {“{Together} we are better”}, url = {https://www.sciencedirect.com/science/article/pii/S036013151630135X}, doi = {10.1016/j.compedu.2016.06.007}, abstract = {In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.}, language = {en}, urldate = {2023-05-15}, journal = {Computers \& Education}, author = {Trust, Torrey and Krutka, Daniel G. and Carpenter, Jeffrey Paul}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2016.06.007 4804264:CUPLKNAP}, keywords = {Computer-mediated communication, Final\_citation, Learning communities, Lifelong learning, PLN, Professional development, existing}, pages = {15--34}, } @techreport{cortes_too_2018, title = {Too {Little} or {Too} {Much}? {Actionable} {Advice} in an {Early}-{Childhood} {Text} {Messaging} {Experiment}}, url = {https://www.nber.org/papers/w24827.pdf}, urldate = {2020-09-09}, author = {Cortes, Kalena E. and Fricke, Hans and Loeb, Susanna and Song, David S.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUH5FI6G}, } @techreport{usaid_office_of_education_tool_2017, title = {Tool: {Assessing} the {Quality} of {Education} {Evaluations}}, url = {https://usaidlearninglab.org/sites/default/files/resource/files/usaid_e3ed_evaluation_quality_assessment_tool_final_v2_508.pdf}, urldate = {2022-12-18}, author = {{USAID Office of Education}}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R23WXMRL 2129771:RVV2YN64}, } @techreport{morris_toolkit_2021, address = {Washington, D.C.}, title = {Toolkit for {Designing} a {Comprehensive} {Distance} {Learning} {Strategy}}, abstract = {BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68}, language = {en}, institution = {USAID}, author = {Morris, Emily and Tan, Yvette}, year = {2021}, pages = {80}, } @article{hasler_toolkit_2019, title = {Toolkit for discussion ({Technology}, {Resources} and {Learning}: {Productive} {Classroom} {Practices} and {Effective} {Teacher} {Professional} {Development})}, shorttitle = {Toolkit for discussion ({Technology}, {Resources} and {Learning}}, url = {https://zenodo.org/record/2626545#.XV5JnR9fgrQ}, doi = {10.5281/zenodo.2626545}, abstract = {Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., \& Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.}, language = {eng}, urldate = {2019-08-22}, author = {Haßler, Björn}, month = apr, year = {2019}, doi = {10.5281/zenodo.2626545}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626545 2129771:UB73CNWB 2292090:ULMJICL8}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:b}, } @misc{noauthor_tools_nodate, title = {Tools {\textbar} {Applications} for {Decision} {Makers}, {Implementers} and {Researchers}}, url = {https://edtechhub.org/edtech-tools/}, abstract = {Learn more about how to use tools to advance the use of technology in education. Visit our website to explore a collection of EdTech tools and applications for decision makers, implementers, and researchers.}, language = {en-US}, urldate = {2023-02-02}, journal = {EdTech Hub}, } @article{jochem_tools_2021, title = {Tools for mapping multi-scale settlement patterns of building footprints: {An} introduction to the {R} package foot}, volume = {16}, issn = {1932-6203}, shorttitle = {Tools for mapping multi-scale settlement patterns of building footprints}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0247535}, doi = {10.1371/journal.pone.0247535}, abstract = {Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data.}, language = {en}, number = {2}, urldate = {2021-03-18}, journal = {PLOS ONE}, author = {Jochem, Warren C. and Tatem, Andrew J.}, month = feb, year = {2021}, note = {Publisher: Public Library of Science}, keywords = {Cities, Open data, Radii, Rural areas, Settlement patterns, Software tools, Urban areas, Urban environments}, pages = {e0247535}, } @techreport{lansdown_tools_2014, address = {London, UK}, title = {Tools for monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf}, abstract = {Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.}, number = {5}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U4QIKHHM 2486141:Q34UAI56}, keywords = {CitedIn:eCubed, \_yl:e, eCubed}, } @techreport{peach_tools_2020, title = {Tools, tactics and methods to harness the power of people, data and technology to solve global challenges}, institution = {Nesta}, author = {Peach, Kathy and Berditchevskaia, Aleks and Bass, Theo}, year = {2020}, note = {zotzenLib.CopiedFrom: 2486141:8YRL57ZZ KerkoCite.ItemAlsoKnownAs: 2129771:X6EB94IW 2486141:8YRL57ZZ}, } @phdthesis{van_brummelen_tools_2019, type = {{PhD} {Thesis}}, title = {Tools to create and democratize conversational artificial intelligence}, url = {https://dspace.mit.edu/handle/1721.1/122704}, urldate = {2024-02-24}, school = {Massachusetts Institute of Technology}, author = {Van Brummelen, Jessica Jessica Raquelle}, year = {2019}, } @misc{noauthor_top_nodate, title = {Top {Marks} for {Rising} in {Final} {Year} {Liberia} {Evaluation}}, url = {https://www.risingacademies.com/blog/2019/leapyear4}, abstract = {The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv}, language = {en-GB}, urldate = {2021-05-29}, journal = {Rising Academies}, } @article{schmiedel_topic_2019, title = {Topic modeling as a strategy of inquiry in organizational research: {A} tutorial with an application example on organizational culture}, volume = {22}, doi = {10.1177/1094428118773858}, language = {en}, number = {4}, journal = {Organizational Research Methods}, author = {Schmiedel, T. and Müller, O and Brocke, J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2129771:2RW9TMQV 2129771:LYTIPNYH 2405685:E5FNF8J8 2486141:L8RC8FY4}, keywords = {\_Added-ailr-2024}, pages = {941--968}, } @incollection{blei_topic_2009, title = {Topic models}, url = {https://www.taylorfrancis.com/chapters/edit/10.1201/9781420059458-12/topic-models-david-blei-john-la%EF%AC%80erty}, urldate = {2023-11-02}, booktitle = {Text mining}, publisher = {Chapman and Hall/CRC}, author = {Blei, David M. and Lafferty, John D.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3V8HLD9}, keywords = {\_yl:b}, pages = {101--124}, } @misc{noauthor_topics_nodate, title = {Topics {\textbar} {Education} {Links}}, url = {http://www.edu-links.org/topics}, language = {en}, urldate = {2022-12-29}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:27FFULQK}, } @article{soares_toward_2021, title = {Toward a {Deeper} {Understanding}: {Testing} a {Multidimensional} {Framework} of {Professional} {Learning} {Communities} in {Sub}-{Saharan} {African} {Schools}}, volume = {65}, issn = {0010-4086}, shorttitle = {Toward a {Deeper} {Understanding}}, url = {https://www.journals.uchicago.edu/doi/10.1086/712179}, doi = {10.1086/712179}, abstract = {Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries.}, number = {1}, urldate = {2021-06-25}, journal = {Comparative Education Review}, author = {Soares, Fernanda and Galisson, Kirsten}, month = feb, year = {2021}, note = {Publisher: The University of Chicago Press}, pages = {76--103}, } @article{nicolai_toward_nodate, title = {Toward a holistic approach to {EdTech} effectiveness: {Lessons} from {Covid}-19 research in {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, journal = {International Journal of Educational Development}, author = {Nicolai, Susan and Jordan, Katy and Adam, Taskeen and Myers, Christina and Jefferies, Kate and Lockhart, Ashley Stepanek}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9LCXVG4L}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @techreport{artuc_toward_2020, address = {Washington, DC}, type = {Working {Paper}}, title = {Toward {Successful} {Development} {Policies}: {Insights} from {Research} in {Development} {Economics}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Toward {Successful} {Development} {Policies}}, url = {https://openknowledge.worldbank.org/handle/10986/33289}, abstract = {What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.}, language = {English}, urldate = {2022-12-18}, institution = {World Bank}, author = {Artuc, Erhan and Cull, Robert and Dasgupta, Susmita and Fattal, Roberto and Filmer, Deon and Gine, Xavier and Jacoby, Hanan and Jolliffe, Dean and Kee, Hiau Looi and Klapper, Leora and Kraay, Aart and Loayza, Norman and Mckenzie, David and Ozler, Berk and Rao, Vijayendra and Rijkers, Bob and Schmukler, Sergio L. and Toman, Michael and Wagstaff, Adam and Woolcock, Michael}, month = jan, year = {2020}, doi = {10.1596/1813-9450-9133}, note = {Accepted: 2020-02-06T16:11:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9133 4804264:YN4TTP6L}, keywords = {Agricultural Economics, Development Economics, Development Policy, Economic Growth, Education, Environmental Economics, Final\_citation, Financial Economics, Health, International Economics, Macroeconomics, Monetary Economics, Natural Resource Economics, Public Economics, Welfare, cited, existing}, } @article{tran_toward_2020, title = {Toward {Sustainable} {Learning} during {School} {Suspension}: {Socioeconomic}, {Occupational} {Aspirations}, and {Learning} {Behavior} of {Vietnamese} {Students} during {COVID}-19}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Toward {Sustainable} {Learning} during {School} {Suspension}}, url = {https://www.mdpi.com/2071-1050/12/10/4195}, doi = {10.3390/su12104195}, abstract = {The overspread of the novel coronavirus\—SARS-CoV-2\—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students\’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6\–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease\’s outbreak. In particular, we featured the differences in students\’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students\’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students\’ learning habits toward Sustainable Development Goal 4 (SDG4)\—Quality Education\—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.}, language = {en}, number = {10}, urldate = {2020-08-12}, journal = {Sustainability}, author = {Tran, Trung and Hoang, Anh-Duc and Nguyen, Yen-Chi and Nguyen, Linh-Chi and Ta, Ngoc-Thuy and Pham, Quang-Hong and Pham, Chung-Xuan and Le, Quynh-Anh and Dinh, Viet-Hung and Nguyen, Tien-Trung}, month = jan, year = {2020}, note = {Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12104195 2129771:ZPR8JBDE}, keywords = {COVID-19, SDG4, Vietnam, \_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Iran IRN, \_C:Italy ITA, \_C:Japan JPN, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Poland POL, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, learning habit, occupational aspiration, school closure, secondary school, socioeconomic, sustainable education}, pages = {4195}, } @article{marshall_toward_2019, title = {Toward systematic review automation: a practical guide to using machine learning tools in research synthesis}, volume = {8}, issn = {2046-4053}, shorttitle = {Toward systematic review automation}, url = {https://doi.org/10.1186/s13643-019-1074-9}, doi = {10.1186/s13643-019-1074-9}, abstract = {Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Marshall, Iain J. and Wallace, Byron C.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2129771:2YIRHL9Z 2129771:BV2ZY65M 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ}, keywords = {Evidence synthesis, Machine learning, Natural language processing, \_Added-ailr-2024}, pages = {163}, } @misc{noauthor_toward_2018, title = {Toward the 2020 goal of soil-transmitted helminthiasis control and elimination}, url = {https://doi.org/10.1371/journal.pntd.0006606}, language = {en}, year = {2018}, doi = {10.1371/journal.pntd.0006606}, } @article{becker_toward_2018, title = {Toward the 2020 goal of soil-transmitted helminthiasis control and elimination}, volume = {12}, issn = {1935-2735}, url = {https://dx.plos.org/10.1371/journal.pntd.0006606}, doi = {10.1371/journal.pntd.0006606}, language = {en}, number = {8}, urldate = {2024-03-28}, journal = {PLOS Neglected Tropical Diseases}, author = {Becker, Sören L. and Liwanag, Harvy Joy and Snyder, Jedidiah S. and Akogun, Oladele B and Belizario., Vicente and Freeman, Matthew C. and Gyorkos, Theresa W. and Imtiaz, Rubina and Keiser, Jennifer and Krolewiecki, Alejandro and Levecke, Bruno and Mwandawiro, Charles and Pullan, Rachel L. and Addiss, David G. and Utzinger, Jürg}, editor = {Bottazzi, Maria Elena}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U84ZFJJ9 2486141:F2EE8RSS 2486141:WWSUT9GU}, pages = {e0006606}, } @incollection{wegerif_towards_2023, title = {Towards a {Dialogic} {Foundation} for the {Design} of {Educational} {Technology}}, isbn = {978-1-00-319849-9}, abstract = {This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues.}, booktitle = {The {Theory} of {Educational} {Technology}}, publisher = {Routledge}, author = {Wegerif, Rupert and Major, Louis}, year = {2023}, note = {Num Pages: 10}, } @article{tikly_towards_2011, title = {Towards a framework for researching the quality of education in low‐income countries}, volume = {47}, issn = {0305-0068, 1360-0486}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671}, doi = {10.1080/03050068.2011.541671}, abstract = {This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school.}, language = {en}, number = {1}, urldate = {2014-09-19}, journal = {Comparative Education}, author = {Tikly, Leon}, month = feb, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 10/bgcphb 2129771:ZFSF6J23 261495:G9F4947W}, pages = {1--23}, } @article{unwin_towards_2005, title = {Towards a framework for the use of {ICT} in teacher training in {Africa}}, volume = {20}, doi = {10.1080/02680510500094124}, number = {2}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim}, year = {2005}, note = {ISBN: 0268-0513 Publisher: Taylor \& Francis}, pages = {113--129}, } @inproceedings{freitas_towards_2020, title = {Towards a {Maturity} {Model} for {Learning} {Analytics} {Adoption} {An} {Overview} of its {Levels} and {Areas}}, url = {https://ieeexplore.ieee.org/abstract/document/9155796}, doi = {10.1109/ICALT49669.2020.00059}, abstract = {Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology.}, urldate = {2024-03-19}, booktitle = {2020 {IEEE} 20th {International} {Conference} on {Advanced} {Learning} {Technologies} ({ICALT})}, author = {Freitas, Elyda and Fonseca, Fernando and Garcia, Vinicius and Ferreira, Rafael and Gašević, Dragan}, month = jul, year = {2020}, note = {ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT49669.2020.00059 4804264:AXVGEEFQ 4804264:I7TG5VJ4}, keywords = {Analytical models, Data analysis, Data models, Education, Final\_citation, Organizations, Standards organizations, Task analysis, adoption, learning analytics, maturity model, policy development}, pages = {122--126}, } @article{asamani_towards_2019, title = {Towards a regional strategy for resolving the human resources for health challenges in {Africa}}, volume = {2019;4:e001533}, doi = {10.1136/bmjgh-2019-001533}, language = {en}, journal = {BMJ Global Health}, author = {Asamani, J.A. and Akogun, Oladele B and J., Nyoni and A., Ahmat and J., Nabyonga-Orem and Tumuslime, P.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P5IWDHBU 2129771:YD9BQ5KS 2486141:LMRYJ5ZY}, } @book{walther_towards_2008, title = {Towards a renewal of apprenticeship in {West} {Africa}}, url = {http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf}, language = {en}, author = {Walther, R}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4NES3ZB 2317526:IF875PF8}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, A:East Africa, A:Sub-Saharan Africa, A:West Africa, C:Angola, C:Benin, C:Cameroon, C:Ethiopia, C:Mali, C:Senegal, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:inclusion, F:pedagogy, P:crafts, P:economy, P:nature, Q:certificate, Q:higher education, Q:secondary education, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:apprentice, T:trainee, publicImportV1}, } @article{graham_towards_2015, title = {Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: {Towards} a study of information geographies}, volume = {2}, issn = {20544049}, shorttitle = {Towards a study of information geographies}, url = {http://doi.wiley.com/10.1002/geo2.8}, doi = {10.1002/geo2.8}, language = {en}, number = {1}, urldate = {2016-01-21}, journal = {Geo: Geography and Environment}, author = {Graham, Mark and De Sabbata, Stefano and Zook, Matthew A.}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/geo2.8 2129771:49AW5IX5}, keywords = {Digital Divide, Geoweb, augmented realities, immutable mobiles, information geography}, pages = {88--105}, } @article{nedungadi_towards_2018, title = {Towards an inclusive digital literacy framework for digital {India}}, volume = {60}, issn = {0040-0912}, url = {https://www.emerald.com/insight/content/doi/10.1108/ET-03-2018-0061/full/html}, doi = {10.1108/ET-03-2018-0061}, abstract = {Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.}, language = {en}, number = {6}, urldate = {2023-11-01}, journal = {Education + Training}, author = {Nedungadi, Prema P. and Menon, Rajani and Gutjahr, Georg and Erickson, Lynnea and Raman, Raghu}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ET-03-2018-0061 2129771:5LGXFXWQ}, pages = {516--528}, } @article{nedungandi_towards_2018, title = {Towards an inclusive digital literacy framework for digital {India}}, volume = {60}, doi = {10.1108/et-03-2018-0061}, journal = {Emerald Publishing}, author = {Nedungandi, Prema and Menon, Rajani and Gutjahr, Georg and Erickson, Lynnea and Raman, Raghu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 2129771:MJX4EAY4 5242966:ERBCEXDV}, pages = {516--528}, } @phdthesis{solomon_towards_2016, title = {Towards competence-based technical-vocational education and training in {Ethiopia}}, url = {https://library.wur.nl/WebQuery/wurpubs/fulltext/388252}, abstract = {In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters}, language = {en}, author = {Solomon, GH}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TVBKF98J 2317526:BCUWA5W6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:T, F:outcomes, F:standards, T:TVET, T:company-based training, publicImportV1, ⛔ No DOI found}, } @book{alexander_towards_2008, address = {York}, edition = {4}, title = {Towards {Dialogic} {Teaching}: {Rethinking} {Classroom} {Talk}}, publisher = {Dialogos}, author = {Alexander, Robin}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FGMWS3DK 2486141:NFDEIMP4}, } @inproceedings{kondoro_towards_2023, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, doi = {10.23919/IST-Africa60249.2023.10187797}, abstract = {Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {ISSN: 2576-8581}, keywords = {Accessibility., Color, Learning Management System, Learning management systems, Object recognition, Protocols, Testing, Usability, User experience, Visually impaired}, pages = {1--10}, } @article{okiror_towards_2017, title = {Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in {Uganda}}, url = {http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593}, doi = {10.1080/1389224x.2017.1338593}, abstract = {This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Okiror, J.J. and Hayward, Geoff and Winterbottom, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224X.2017.1338593 10.1080/1389224x.2017.1338593 10/gf62j8 2129771:5IPHE8U3 2317526:IEDH4V39 DOI-10.1080/1389224X.2017.1338593}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:curriculum, F:learning, F:outcomes, F:pedagogy, F:teaching method, P:agricultural, P:agriculture, P:measurement, P:mechanic, P:services, P:teacher education, P:teacher training, P:teachers, Q:community of practice, Q:secondary education, R:interview, R:observation, R:questionnaire, R:survey, T:Classroom teaching, T:learning community, T:work-based learning, Z:Administrator Surveys, Z:Agricultural Education, Z:Agricultural education, Z:Curriculum reform, Z:Educational Needs, Z:Employment skills, Z:Foreign Countries, Z:Inservice Teacher Education, Z:Interviews, Z:Observation, Z:Outcome Based Education, Z:Questionnaires, Z:Secondary School Teachers, Z:Secondary education, Z:Teacher Competencies, Z:Teacher Surveys, Z:Teacher capacity, Z:Teacher education, Z:Teaching Methods, Z:Teaching methods, \_C:Uganda UGA, publicImportV1}, } @inproceedings{rijcken_towards_2023, title = {Towards {Interpreting} {Topic} {Models} with {ChatGPT}}, url = {https://research.tue.nl/en/publications/towards-interpreting-topic-models-with-chatgpt}, urldate = {2024-02-23}, booktitle = {The 20th {World} {Congress} of the {International} {Fuzzy} {Systems} {Association}}, author = {Rijcken, Emil and Scheepers, Floortje and Zervanou, Kalliopi and Spruit, Marco and Mosteiro, Pablo and Kaymak, Uzay}, year = {2023}, keywords = {⛔ No DOI found}, } @misc{tudunwada_towards_2009, title = {Towards {Rice} {Yield} {Forecasting} and {Development} of {Early} {Warning} {System} using {Geoinformatics} in the {Kano} {River} {Irrigation} {Project}. {A} project submitted to the {Regional} {Centre} for {Training} in {Aerospace} {Survey} ({United} {Nations} {Commission} for {Africa}) {Obafemi} {Awolowo} {University}, {Ile} {Ife}, for fulfilment of the requirements of {Certificate} in {GIS} \& {Remote} {Sensing}}, language = {en}, author = {Tudunwada, I.Y.}, year = {2009}, } @techreport{paci-green_towards_2015, title = {Towards {Safer} {School} {Construction}: {A} community-based approach}, url = {https://www.preventionweb.net/files/45179_towardssaferschoolconstruction2015.pdf}, urldate = {2023-11-07}, author = {Paci-Green, Rebekah and Pandey, Bishnu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FMNMXI8X 2486141:7ZRHGPUI}, } @article{bennett_towards_2018, title = {Towards sustainable technology-enhanced innovation in higher education: {Advancing} learning design by understanding and supporting teacher design practice}, volume = {49}, shorttitle = {Towards sustainable technology-enhanced innovation in higher education}, doi = {10.1111/bjet.12683}, number = {6}, journal = {British Journal of Educational Technology}, author = {Bennett, Sue and Lockyer, Lori and Agostinho, Shirley}, year = {2018}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:BDBNETQY 2129771:TSQR3UF8}, pages = {1014--1026}, } @techreport{vanbecelaere_towards_2023, title = {Towards {Systemic} {EdTech} {Testbeds}: {A} {Global} {Perspective}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://docs.opendeved.net/lib/78XN44TG}, abstract = {This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/.}, language = {en}, institution = {Global EdTech Testbeds Network}, author = {Vanbecelaere, Stefanie and Adam, Taskeen and Sieber, Carmen and Clark-Wilson, Alison and Boody Adorno, Katie and Haßler, Björn}, month = jan, year = {2023}, doi = {10.53832/opendeved.0285}, note = {ZenodoArchiveID: 7598831 ZenodoArchiveConcept: 7598830 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0285 4426965:SLRAXGQ5}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_towards_2019, title = {Towards universal health coverage:reforming the neglected district health system in {Africa}}, language = {en}, year = {2019}, } @article{tumusiime_towards_2019, title = {Towards universal health coverage: reforming the neglected district health system in {Africa}}, volume = {4}, issn = {2059-7908}, shorttitle = {Towards universal health coverage}, url = {https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2019-001498}, doi = {10.1136/bmjgh-2019-001498}, abstract = {In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves.}, language = {en}, number = {Suppl 9}, urldate = {2024-03-28}, journal = {BMJ Global Health}, author = {Tumusiime, Prosper and Kwamie, Aku and Akogun, Oladele B and Elongo, Tarcisse and Nabyonga-Orem, Juliet}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:76RQW9C8 2486141:8UVU7D63 2486141:LLAAQ33W}, keywords = {❓ Multiple DOI}, pages = {e001498}, } @article{ndongfack_tpack_2015, title = {{TPACK} {Constructs}: {A} {Sustainable} {Pathway} for {Teachers} {Professional} {Development} on {Technology} {Adoption}}, volume = {06}, issn = {2151-4755, 2151-4771}, shorttitle = {{TPACK} {Constructs}}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.616171}, doi = {10.4236/ce.2015.616171}, number = {16}, urldate = {2020-04-28}, journal = {Creative Education}, author = {Ndongfack, Michael Nkwenti}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4236/ce.2015.616171 2129771:TCPQFVWS}, pages = {1697--1709}, } @techreport{tpdscale_coalition_for_the_global_south_tpdscale_2022, title = {{TPD}@{Scale} {Compendium}. {Foundation} for {Information} {Technology} {Education} and {Development}.}, copyright = {Copyright by the Foundation for Information Technology Education and Development, Inc. TPD@ScaleCompendiumis made available under a Creative Commons Attribution 4.0 International License: https://creativecommons.org/licenses/by/4.0/.}, author = {{TPD@Scale Coalition for the Global South}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A9USXK2I}, } @techreport{wolfenden_tpdscale_2022, title = {{TPD}@{Scale}: {Designing} teacher professional development with {ICTs} to support system-wide improvement in teaching}, copyright = {Creative Commons Attribution 4.0 International}, institution = {Foundation for Information Technology Education and Development.}, author = {Wolfenden, F}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KE7JPMN7}, } @misc{noauthor_tpl5110_nodate, title = {{TPL5110} data sheet, product information and support {\textbar} {TI}.com}, url = {https://www.ti.com/product/TPL5110?utm_source=google&utm_medium=cpc&utm_campaign=asc-null-null-GPN_EN-cpc-pf-google-eu&utm_content=TPL5110&ds_k=TPL5110&DCM=yes&gclid=Cj0KCQjw6KunBhDxARIsAKFUGs-uQT6WKWuJ7GX0CaF0Oy4M6eGMFD2lvrm5PnnqQSxW3hOUF8uqsvMaAumhEALw_wcB&gclsrc=aw.ds}, urldate = {2023-08-27}, } @misc{noauthor_tpl5110_nodate, title = {{TPL5110} {Nano} {Power} {Timer} {Hookup} {Guide} - {SparkFun} {Learn}}, url = {https://learn.sparkfun.com/tutorials/tpl5110-nano-power-timer-hookup-guide}, urldate = {2023-04-30}, } @article{verdery_tracking_2020, title = {Tracking the reach of {COVID}-19 kin loss with a bereavement multiplier applied to the {United} {States}}, volume = {117}, copyright = {Copyright © 2020 the Author(s). Published by PNAS.. https://creativecommons.org/licenses/by/4.0/This open access article is distributed under Creative Commons Attribution License 4.0 (CC BY).}, issn = {0027-8424, 1091-6490}, url = {https://www.pnas.org/content/117/30/17695}, doi = {10.1073/pnas.2007476117}, abstract = {The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death.}, language = {en}, number = {30}, urldate = {2020-08-12}, journal = {Proceedings of the National Academy of Sciences}, author = {Verdery, Ashton M. and Smith-Greenaway, Emily and Margolis, Rachel and Daw, Jonathan}, month = jul, year = {2020}, pmid = {32651279}, note = {Publisher: National Academy of Sciences Section: Social Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2007476117 2129771:IE9DDRLP 2129771:XDZUF4A2}, keywords = {COVID-19, \_\_C:filed:1, bereavement, demography, mortality, social support}, pages = {17695--17701}, } @article{mennle_trade-os_nodate, title = {Trade-offs in {School} {Choice}: {Comparing} {Deferred} {Acceptance}, the {Classic} and the {Adaptive} {Boston} {Mechanism}}, abstract = {The three most common school choice mechanisms are the Deferred Acceptance mechanism (DA), the classic Boston mechanism (BM), and a variant of the Boston mechanism where students automatically skip exhausted schools, which we call the adaptive Boston mechanism (ABM). Assuming truthful reporting, we compare student welfare under these mechanisms both from a conceptual and from a quantitative perspective: We first show that, BM rank dominates DA whenever they are comparable; and via limit arguments and simulations we show that ABM yields intermediate student welfare between BM and DA. Second, we perform computational experiments with preference data from the high school match in Mexico City. We find that student welfare (in terms of rank transitions) is highest under BM, intermediate under ABM, and lowest under DA. BM, ABM, and DA can thus be understood to form a hierarchy in terms of student welfare. In contrast, in (Mennle and Seuken, 2017), we have found that the same mechanisms also form a hierarchy in terms of incentives for truthtelling that points in the opposite direction. A decision between them therefore involves an implicit trade-off between incentives and student welfare.}, language = {en}, author = {Mennle, Timo and Seuken, Sven}, keywords = {\_C:Belgium BEL, \_C:Estonia EST, \_C:Germany DEU, \_C:Mexico MEX, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {55}, } @article{sonnenberg_traditional_2012, title = {Traditional apprenticeship in {Ghana} and {Senegal}: {Skills} development for youth for the informal sector}, url = {http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf}, abstract = {The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.}, language = {en}, journal = {Journal of International Cooperation in Education}, author = {Sonnenberg, K}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R6VJJ3WT 2317526:PNGX2ZNF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Senegal, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, HDR25, P:agriculture, P:measurement, Q:ICT, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:apprentice, T:education and skills training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{ebeigbe_traditional_2013, title = {Traditional eye medicine practice in {Benin}-{City}, {Nigeria}}, url = {http://avehjournal.org/index.php/aveh/article/view/54}, abstract = {The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87\%) were males and 13\% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46\%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62\%), practiced full time while 38\% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54\% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38\%. While 49\% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51\% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.}, language = {en}, journal = {Southern African Optometrist}, author = {Ebeigbe, JA}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9CDQAVRA 2317526:GEI8RZF9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, F:payment, P:healers, P:media, T:Formal apprenticeship, T:Lehrlingsausbildung, T:Training, publicImportV1, ⛔ No DOI found}, } @article{mastellos_training_2018, title = {Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in {Malawi}, {Africa}}, doi = {10.1186/s12909-018-1175-5}, abstract = {Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.}, language = {en}, journal = {BMC Medical Education}, author = {Mastellos, Nikolaos and Tran, Tammy and Dharmayat, Kanika and Cecil, Elizabeth and Lee, Hsin-Yi and PengWong, Cybele C. and Mkandawire, Winnie and Ngalande, Emmanuel and Tsung-ShuWu, Joseph and Hardy, Victoria and Chirambo, Baxter Griphin and O'Donoghue, John Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12909-018-1175-5 10/gdc33z 2129771:ZRWBTANL 2317526:Y6TI63MF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Malawi, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:attitude, F:gender, F:learning, HDR25, P:health, P:service industry, Q:ICT, R:impact, R:questionnaire, R:trial, T:Ausbildung, Z:Blended learning, Z:Community healthcare workers, Z:Developing countries, Z:Information and communication technologies, Z:Traditional learning, Z:eHealth, Z:mLearning, publicImportV1}, } @misc{hoffmann_training_2022, title = {Training {Compute}-{Optimal} {Large} {Language} {Models}}, url = {http://arxiv.org/abs/2203.15556}, doi = {10.48550/arXiv.2203.15556}, abstract = {We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4\${\textbackslash}times\$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5\% on the MMLU benchmark, greater than a 7\% improvement over Gopher.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Hoffmann, Jordan and Borgeaud, Sebastian and Mensch, Arthur and Buchatskaya, Elena and Cai, Trevor and Rutherford, Eliza and Casas, Diego de Las and Hendricks, Lisa Anne and Welbl, Johannes and Clark, Aidan and Hennigan, Tom and Noland, Eric and Millican, Katie and Driessche, George van den and Damoc, Bogdan and Guy, Aurelia and Osindero, Simon and Simonyan, Karen and Elsen, Erich and Rae, Jack W. and Vinyals, Oriol and Sifre, Laurent}, month = mar, year = {2022}, note = {arXiv:2203.15556 [cs]}, keywords = {Computer Science - Computation and Language, Computer Science - Machine Learning}, } @incollection{korhonen_training_2023, address = {Cham}, title = {Training {Hard} {Skills} in {Virtual} {Reality}: {Developing} a {Theoretical} {Framework} for {AI}-{Based} {Immersive} {Learning}}, isbn = {978-3-031-09687-7}, shorttitle = {Training {Hard} {Skills} in {Virtual} {Reality}}, url = {https://doi.org/10.1007/978-3-031-09687-7_12}, abstract = {Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.}, language = {en}, urldate = {2024-02-23}, booktitle = {{AI} in {Learning}: {Designing} the {Future}}, publisher = {Springer International Publishing}, author = {Korhonen, Tiina and Lindqvist, Timo and Laine, Joakim and Hakkarainen, Kai}, editor = {Niemi, Hannele and Pea, Roy D. and Lu, Yu}, year = {2023}, doi = {10.1007/978-3-031-09687-7_12}, keywords = {4E cognition, AI, Artificial intelligence, Grounded cognition, Hard skills training, Intelligent tutoring system, Machine learning, Virtual reality}, pages = {195--213}, } @article{briquet-duhaze_training_2014, title = {Training of {School} {Teachers} in {West} {Africa}: {Remediation} of {Reading} {Difficulties} through {Training} in {Phonological} {Awareness} and {Letter} {Names}}, abstract = {The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.}, language = {en}, journal = {FIRE: Forum for International Research in Education}, author = {Briquet-Duhazé, Sophie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Burkina Faso, C:Cape Verde, C:Gambia, C:Guinea, C:Ivory Coast, C:Mali, C:Mauritania, C:Senegal, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:Improvement, P:teachers, T:TVET, T:Training, T:trainee, Z:Alphabets, Z:Elementary School Students, Z:Faculty Development, Z:Foreign Countries, Z:Longitudinal Studies, Z:Phoneme Grapheme Correspondence, Z:Phonological Awareness, Z:Predictor Variables, Z:Professional Continuing Education, Z:Reading Difficulties, Z:Relevance (Education), Z:Remedial Reading, Z:Teacher Improvement, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @misc{unesco_training_2021, title = {Training of {Teachers} on {Assistive} {Technologies} and {Interactive} {Digital} {Textbooks} in {Kenya}, {Uganda} and {Rwanda} {\textbar} {UNESCO}}, url = {https://www.unesco.org/en/articles/training-teachers-assistive-technologies-and-interactive-digital-textbooks-kenya-uganda-and-rwanda}, urldate = {2022-10-21}, author = {{UNESCO}}, month = sep, year = {2021}, } @article{samkange_training_2013, title = {Training {Teachers} at a {Distance}: {Perceptions} and {Challenges} of {Open} and {Distance} {Learning} ({ODL}) in {Teacher} {Education} the {Zimbabwean} {Experience}}, abstract = {Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open \& Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).}, language = {en}, journal = {Turkish Online Journal of Distance Education}, author = {Samkange, Wellington}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Zimbabwe, CA:AandC, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:attitude, F:teaching, P:measurement, P:service industry, P:teacher education, P:teacher training, P:teachers, Q:ODEL, Q:distance education, Q:distance learning, R:case study, R:observation, R:qualitative, R:questionnaire, T:Ausbildung, T:trainee, Z:Zimbabwe Open University (ZOU), Z:distance education, Z:teacher training, publicImportV1, ⛔ No DOI found}, } @book{popova_training_2016, series = {Policy {Research} {Working} {Papers}}, title = {Training {Teachers} on the {Job}: {What} {Works} and {How} to {Measure} {It}}, shorttitle = {Training {Teachers} on the {Job}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834}, language = {en}, urldate = {2020-05-16}, publisher = {World Bank}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, month = sep, year = {2016}, doi = {10.1596/1813-9450-7834}, note = {shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2129771:SAEK44UH 2339240:C3T3XHZP 2405685:9TQFMR8Y}, keywords = {C:Low- and middle-income countries, \_genre:LR-literature\_review}, } @article{lai_trajectories_2019, title = {Trajectories of {School} {Recovery} {After} a {Natural} {Disaster}: {Risk} and {Protective} {Factors}}, volume = {10}, issn = {1944-4079}, shorttitle = {Trajectories of {School} {Recovery} {After} a {Natural} {Disaster}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rhc3.12158}, doi = {10.1002/rhc3.12158}, abstract = {Disasters may have significant and lasting impacts on educational programs and academic achievement, yet the examination of differing patterns of school recovery after disasters is understudied. This paper focused on two aims: (i) identification of school academic recovery trajectories; and (ii) examination of potential risk factors associated with these trajectories. We used latent class growth analysis to identify school academic recovery trajectories for a cohort of 462 Texas public schools that were in the path of Hurricane Ike in 2008. Using Texas Assessment of Knowledge and Skills (TAKS) data from 2005 to 2011, we found that attendance and percent of economically disadvantaged youth emerged as significant risk factors for two identified academic recovery trajectories (High-Stable and Low-Interrupted). Higher levels of economically disadvantaged youth were associated with lower likelihood of falling in the High-Stable trajectory, relative to the Low-Interrupted trajectory. Higher levels of attendance were associated with higher likelihood of membership in the High-Stable trajectory, relative to the Low-Interrupted trajectory. These findings are consistent with the notion that disasters do not affect all people or communities equally. Findings highlight the need for policy initiatives that focus on low performing schools, as these schools are at highest risk for adverse outcomes post-disaster.}, language = {en}, number = {1}, urldate = {2020-11-17}, journal = {Risk, Hazards \& Crisis in Public Policy}, author = {Lai, Betty S. and Esnard, Ann-Margaret and Wyczalkowski, Chris and Savage, Ryan and Shah, Hazel}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rhc3.12158 KerkoCite.ItemAlsoKnownAs: 10.1002/rhc3.12158 2129771:LS6UR5TM 2486141:GNGGF3DK}, keywords = {disaster recovery, escuelas, preparación de la salud pública, public health preparedness, recuperación después de los desastres, schools, social vulnerability, vulnerabilidad social, 公共卫生预备, 学校, 灾害恢复, 社会脆弱性}, pages = {32--51}, } @article{jacobson_transactional_2020, title = {Transactional sex in the wake of {COVID}-19: sexual and reproductive health and rights of the forcibly displaced}, volume = {28}, issn = {null}, shorttitle = {Transactional sex in the wake of {COVID}-19}, url = {https://doi.org/10.1080/26410397.2020.1822493}, doi = {10.1080/26410397.2020.1822493}, number = {1}, urldate = {2020-11-10}, journal = {Sexual and Reproductive Health Matters}, author = {Jacobson, Lauren and Regan, Alexandra and Heidari, Shirin and Onyango, Monica Adhiambo}, month = jan, year = {2020}, pmid = {33032502}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/26410397.2020.1822493 KerkoCite.ItemAlsoKnownAs: 10.1080/26410397.2020.1822493 2129771:W9JTW9E7}, keywords = {COVID-19, forcibly displaced people, sexual and reproductive health, transactional sex}, pages = {1822493}, } @misc{kamp-hartong_transformation_2022, title = {Transformation of {Education} {Policy} and {Governance} in the {Digital} {Era}}, url = {https://academic.oup.com/book/41546/chapter/353003648.}, language = {en}, author = {Kamp-Hartong, S. and Piattoeva, N. and Saari, A. and Savage, G.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:I6G6EY4M}, keywords = {Final\_citation, anystyle, existing}, } @article{rainio_transformations_2015, title = {Transformations in {Teachers}' {Discourse} {About} {Their} {Students} {During} a {School}-{Led} {Pedagogic} {Intervention}}, volume = {13}, doi = {10.15405/ejsbs.163}, number = {2}, journal = {The European Journal of Social \& Behavioural Sciences}, author = {Rainio, Anna Pauliina and Hofmann, Riikka}, year = {2015}, note = {Publisher: Future Academy KerkoCite.ItemAlsoKnownAs: 10.15405/ejsbs.163 2129771:QL6NEV86}, keywords = {\_C:Finland FIN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1815}, } @misc{kone_transforming_2020, title = {Transforming {Africa} into a single digital market}, url = {https://www.broadbandcommission.org/insight/transform-africa-into-a-single-digital-market/}, journal = {https://www.broadbandcommission.org/}, author = {Kone, Lacina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4B2I4XI5 5242966:WTPC87GQ}, } @techreport{unterhalter_transforming_2012, type = {Report}, title = {Transforming education for girls in {Tanzania} and {Nigeria}: {Cross} country analysis of endline research studies}, copyright = {open}, shorttitle = {Transforming {Education} for {Girls} in {Tanzania} and {Nigeria}}, url = {https://discovery.ucl.ac.uk/id/eprint/10018923/}, abstract = {This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.}, language = {eng}, urldate = {2021-01-19}, institution = {ActionAid}, author = {Unterhalter, Elaine and Heslop, Jo}, year = {2012}, note = {Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI}, } @article{mitchell_transforming_2020, title = {Transforming {Education} for {Sustainable} {Futures} in {Africa}: {Researching} education, poverty and sustainability in the context of {Covid}-19}, shorttitle = {Transforming {Education} for {Sustainable} {Futures} in {Africa}}, author = {Mitchell, Rafael and Kaya, Hassan O. and Kulundu-Bolus, Injairu and Tusiime, Michael}, year = {2020}, keywords = {⛔ No DOI found}, } @misc{sengeh_transforming_2020, title = {Transforming education service delivery in {Sierra} {Leone}: from evidence to action}, shorttitle = {Transforming education service delivery in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action}, abstract = {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.}, language = {en}, urldate = {2020-12-17}, journal = {Global Partnership for Education}, author = {Sengeh, David Moinina and May-Wilson, Hannah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJIW9JVC 2339240:BFQBRATB 2405685:PS758V8V}, keywords = {\_C:Sierra Leone SLE}, } @book{the_ministry_of_basic_and_senior_secondary_education_mbsse_transforming_2021, address = {Freetown, Sierra Leone}, title = {Transforming {Education} {Service} {Delivery} {Through} {Evidence}-{Informed} {Policy} and {Practice}}, volume = {1}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf}, urldate = {2021-02-19}, publisher = {The Ministry of Basic and Senior Secondary Education (MBSSE)}, author = {The Ministry of Basic {and} Senior Secondary Education (MBSSE)}, month = feb, year = {2021}, doi = {10.5281/zenodo.4550561}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:49ZQ5QHA}, } @book{frost_transforming_2014, title = {Transforming education through teacher leadership}, publisher = {Leadership for Learning: The Cambridge Network}, editor = {Frost, David}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AFF4GJR3 261495:QIGVMSXE}, } @article{mccarthy_transforming_2019, title = {Transforming mobile learning and digital pedagogies: {An} investigation of a customized professional development program for teachers in a hospital school}, volume = {19}, shorttitle = {Transforming mobile learning and digital pedagogies}, number = {3}, journal = {Contemporary Issues in Technology and Teacher Education}, author = {McCarthy, Aidan and Maor, Dorit and McConney, Andrew}, year = {2019}, note = {Publisher: Society for Information Technology \& Teacher Education KerkoCite.ItemAlsoKnownAs: 2129771:IZF5ZNRB}, keywords = {\_C:Australia AUS, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {498--528}, } @article{suurtamm_transforming_2010, title = {Transforming pedagogical practice in mathematics: {Moving} from telling to listening}, shorttitle = {Transforming pedagogical practice in mathematics: {Moving} from telling to listening}, url = {http://www.cimt.plymouth.ac.uk/journal/default.htm}, journal = {International Journal for Mathematics Teaching and Learning}, author = {Suurtamm, C. and Vézina, N.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7UQZMLA 261495:NGGR64JD}, keywords = {⛔ No DOI found}, pages = {31}, } @techreport{t-tel_transforming_2020, title = {Transforming {Teacher} {Education} and {Learing} ({Ghana}) [zip file]}, url = {https://docs.opendeved.net/lib/ZGCPJJLS}, abstract = {Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, language = {eng}, urldate = {2021-05-23}, author = {{T-TEL}}, month = apr, year = {2020}, doi = {10.5281/zenodo.3748614}, note = {Publisher: Zenodo}, keywords = {⛔ No DOI found}, } @techreport{education_commission_transforming_2019, address = {New York}, title = {Transforming the {Education} {Workforce}: {Learning} {Teams} for a {Learning} {Generation}}, url = {https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf}, institution = {Education Commission}, author = {Education Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VAN2R956 2339240:HFEU63QF 2405685:7JBG673D 2405685:J99WFZ9L}, keywords = {C: International}, } @techreport{education_commission_transforming_2019, title = {Transforming the education workforce: {Learning} teams for a learning generation}, shorttitle = {Transforming the education workforce}, url = {https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf}, author = {{Education Commission}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:53RGYQLI}, keywords = {⛔ No DOI found}, } @article{archer_transforming_2023, title = {Transforming the financing of education at the mid-point of the sustainable development goals}, volume = {103}, url = {https://www.sciencedirect.com/science/article/pii/S0738059323002079}, doi = {10.1016/j.ijedudev.2023.102931}, urldate = {2024-02-29}, journal = {International Journal of Educational Development}, author = {Archer, David}, year = {2023}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102931 4804264:TWTXRK69}, keywords = {Final\_citation}, pages = {102931}, } @article{bolton_transition_2021, title = {Transition to {Federal} {Health} and {Education} {Governance}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16722}, doi = {10.19088/K4D.2021.096}, abstract = {This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = jun, year = {2021}, note = {Accepted: 2021-07-01T11:44:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.096 2129771:G9ZCP7AT 4869029:4QZXWSHX}, } @article{brownson_translating_2010, title = {Translating {Epidemiology} into {Policy} to {Prevent} {Childhood} {Obesity}: {The} {Case} for {Promoting} {Physical} {Activity} in {School} {Settings}}, volume = {20}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705727/}, doi = {10.1016/j.annepidem.2010.03.001}, abstract = {Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy.}, number = {6}, urldate = {2021-02-23}, journal = {Annals of Epidemiology}, author = {Brownson, Ross C and Chriqui, Jamie F and Burgeson, Charlene R and Fisher, Megan C and Ness, Roberta B}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.annepidem.2010.03.001 2129771:P97ZHSEI 2486141:REEKQR24}, pages = {436--444}, } @book{burkhard_transnational_2021, title = {Transnational {Black} {Feminism} and {Qualitative} {Research}: {Black} {Women}, {Racialization} and {Migration}}, shorttitle = {Transnational {Black} {Feminism} and {Qualitative} {Research}}, language = {Inglés}, author = {Burkhard, Tanja J.}, month = nov, year = {2021}, } @techreport{rother_transnational_2021, title = {Transnational {Skills} {Partnerships} between {Ghana} and {North} {Rhine}-{Westphalia}}, url = {https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/transnational-skills-partnerships-between-ghana-and-north-rhine-westphalia-all}, abstract = {This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.}, language = {de}, urldate = {2022-05-03}, author = {Rother, Stefan and Setrana, Mary B.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YSBTVRFD 2486141:8TMTV6JS}, } @article{sauer_transnationale_2020, title = {Transnationale {Qualifizierungs}- und ­{Mobilitätspartnerschaften} ({tQMP}):}, language = {de}, author = {Sauer, Michael and Volarevic, Jurica}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UHFUE5CR 2486141:RHPMF3M2}, keywords = {⛔ No DOI found}, pages = {44}, } @article{templier_transparency_2018, title = {Transparency in literature reviews: an assessment of reporting practices across review types and genres in top {IS} journals}, volume = {27}, issn = {0960-085X}, shorttitle = {Transparency in literature reviews}, url = {https://doi.org/10.1080/0960085X.2017.1398880}, doi = {10.1080/0960085X.2017.1398880}, abstract = {The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.}, number = {5}, urldate = {2024-01-18}, journal = {European Journal of Information Systems}, author = {Templier, Mathieu and Paré, Guy}, month = sep, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2129771:LRDNIL5D 2129771:TTIT7TBJ 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX}, keywords = {Literature reviews, assessment, reporting, transparency, trustworthiness}, pages = {503--550}, } @phdthesis{mansour_travel_2018, type = {{PhD} {Thesis}}, title = {Travel without visas: teacher perception of a technology intervention in the {Dadaab} refugee camp}, shorttitle = {Travel without visas}, school = {University of Leicester}, author = {Mansour, Rebecca Grace Telford}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{james_heckman_treatment_2020, title = {Treatment {Effects} and the {Measurement} of {Skills} in a {Prototypical} {Home} {Visiting} {Program}.}, url = {http://ftp.iza.org/dp13346.pdf}, booktitle = {Working {Paper} {No}. 13346}, author = {{James Heckman} and {Bei Liu} and {Mai Lu} and {Jin Zhou}}, year = {2020}, } @article{allman_trends_2023, title = {Trends and {Topics} in {Educational} {Technology}, 2023 {Edition}}, volume = {67}, issn = {8756-3894}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10075169/}, doi = {10.1007/s11528-023-00840-2}, language = {en}, number = {3}, urldate = {2024-01-26}, journal = {Techtrends}, author = {Allman, Bohdana and Kimmons, Royce and Rosenberg, Joshua and Dash, Monalisa}, year = {2023}, pmid = {37216141}, pmcid = {PMC10075169}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-023-00840-2 4804264:8BCUXTFA 4804264:YNXKPVAT}, keywords = {Final\_citation, anystyle, existing}, pages = {583--591}, } @techreport{unicef_trends_2022, title = {Trends in digital personalized learning in low- and middle-income countries: {Executive} {Summary}}, url = {https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf}, urldate = {2023-01-20}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CETJJQB7 4426965:97VHCI3I}, } @book{castillo_trends_2022, title = {Trends in {Digital} {Personalized} {Learning}: {Landscape} {Review} of {Personalized} {Learning} {Solutions} in {Low} and {Middle}-{Income} {Countries}}, shorttitle = {Trends in {Digital} {Personalized} {Learning}}, url = {https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning}, abstract = {Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective.}, urldate = {2022-11-08}, publisher = {UNICEF Office of Global Insight \& Policy}, author = {Castillo, Nathan M. and Adam, Taskeen and Alam, Andaleeb and Alrawashdeh, Ghaida S and Tiwari, Priyamvada}, year = {2022}, keywords = {Global studies, Learning, Policy action, Quality of education, technology in education}, } @article{tiruneh_trends_2021, title = {Trends in {Mathematics} {Learning} in {Ethiopia}: 2012 – 2019}, volume = {21}, copyright = {Copyright (c) 2022 Bahir Dar Journal of Education}, issn = {2415-0452}, shorttitle = {Trends in {Mathematics} {Learning} in {Ethiopia}}, url = {https://journals.bdu.edu.et/index.php/bje/article/view/669}, doi = {10.1965/bje.v21i1.669}, abstract = {This study examines the trends in mathematics learning for Grade 4 pupils in Ethiopia based on a longitudinal survey of 33 schools from 2012-13 to 2018-19. The study employs unique data collected both at the start and end of the General Education Quality Improvement Program – Phase II (GEQIP-II) reform targeting the same schools in six regions. The data included repeated measures of pupil learning outcomes plus child socio-economic background, teacher, and school characteristics. Despite the implementation of the GEQIP-II reform, we found that pupils’ mathematics learning levels declined between 2012-13 and 2018-19. Progress in mathematics within the 2018-19 academic year improved slightly compared to 2012-13, but there is difference in magnitude of learning progress for the two periods between pupils across rural-urban locations, regional states, and family economic backgrounds. There is an overall improvement in school and teacher ‘quality’ between 2012 and 2019, while there is some evidence of changes in student composition between the two periods. Consistent with the GEQIP-II reform in terms of supporting access and retention, pupils in 2018-19 were more likely to have attended pre-school, less often absent from school, and less likely to have dropped out, compared to pupils in the same grade level in 2012-13. In 2018-19, pupils’ caregivers are less likely to be literate, they have fewer assets at home, and they travel a relatively longer distance to school. Differences in mathematics learning levels and learning progress between disadvantaged pupils (i.e., pupils from rural areas, emerging regions, poorest socio-economic background) and their relatively advantaged counterparts are discussed in relation to the GEQIP-II educational reform.}, language = {en}, number = {1}, urldate = {2023-01-07}, journal = {Bahir Dar Journal of Education}, author = {Tiruneh, Dawit T. and Sabates, Ricardo and Rolleston, Caine and Hoddinott, John}, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1965/bje.v21i1.669 2129771:ERG5J35V}, keywords = {disadvantaged students, equitable access, numeracy, ⚠️ Invalid DOI}, pages = {26--45}, } @misc{interagency_advisory_panel_on_research_ethics_government_of_canada_tri-council_2023, title = {Tri-{Council} {Policy} {Statement}: {Ethical} {Conduct} for {Research} {Involving} {Humans} – {TCPS} 2 (2022)}, shorttitle = {Tri-{Council} {Policy} {Statement}}, url = {https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2022.html}, language = {eng}, urldate = {2023-08-28}, author = {{Interagency Advisory Panel on Research Ethics Government of Canada}}, month = jan, year = {2023}, note = {Last Modified: 2023-01-11}, } @techreport{toyinbo_trialling_2023, title = {Trialling environmental sensors in {Tanzanian} schools – first pilot}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/NFNWZX3A}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, number = {7}, institution = {Open Development \& Education}, author = {Toyinbo, Oluyemi and Villavicencio, Xuzel and Haßler, Björn}, month = sep, year = {2023}, doi = {10.53832/opendeved.1035}, note = {ZenodoArchiveID: 10257287 ZenodoArchiveConcept: 10257286 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1035 2129771:NFNWZX3A}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, volume = {0}, issn = {0267-1522}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, number = {0}, urldate = {2022-07-05}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, month = feb, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02671522.2022.2034925}, keywords = {Author:OpenDevEd, Open education resources, Zimbabwe, educational technology, tablets, teacher education, teacher professional development}, pages = {1--25}, } @article{jiang_trustworthiness_2023, title = {Trustworthiness of {Systematic} {Review} {Automation}-{An} interview at {Coventry} {University}}, url = {https://www.medrxiv.org/content/10.1101/2023.12.14.23299933.abstract}, urldate = {2024-03-12}, journal = {medRxiv}, author = {Jiang, Xiaorui}, year = {2023}, note = {Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 5440726:TMEQ6RX9}, keywords = {⛔ No DOI found}, pages = {2023--12}, } @misc{noauthor_tsl2591_nodate, title = {{TSL2591} {Light}-to-{Digital} {Converter}}, url = {https://www.mouser.co.uk/datasheet/2/588/TSL2591_DS000338_6_00-1623895.pdf}, urldate = {2022-06-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:79EUWHRF 4682641:JA9S8W88}, } @techreport{ho_tuned_2009, title = {Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach}, url = {https://www.edc.org/sites/default/files/uploads/Tuned-Student-Success.pdf}, language = {EN}, institution = {Education Development Center}, author = {Ho, Jennifer and Thukral, Hetal}, month = feb, year = {2009}, note = {EdTechHub.ItemAlsoKnownAs:2129771:BKG2QR5K}, } @article{ho_tuned_2009, title = {Tuned {In} to {Student} {Success}: {Assessing} the {Impact} of {Interactive} {Radio} {Instruction} for the {Hardest}-to-{Reach}.}, url = {http://citeseerx.ist.psu.edu/viewdoc/download}, journal = {Journal of Education}, author = {Ho, J. and Thukral, H. and Laflin, M.}, year = {2009}, keywords = {⛔ No DOI found}, pages = {34--51}, } @misc{noauthor_tuning_nodate, title = {Tuning {Africa} - {Home}}, url = {https://tuningafrica.org/en/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIR2ZBZ9}, } @article{nordengren_turning_nodate, title = {Turning a {New} {Page}: {Guiding} {Instruction} and {Using} {MAP} {Growth} amid {COVID}-19 {School} {Closures}}, language = {en}, author = {Nordengren, Chase and Jensen, Nate}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TM35U87E}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {13}, } @article{benhassine_turning_2015, title = {Turning a shove into a nudge? {A}" labeled cash transfer" for education}, volume = {7}, doi = {10.1257/pol.20130225}, journal = {American Economic Journal: Economic Policy}, author = {Benhassine, Najy and Devoto, Florencia and Duflo, Esther and Dupas, Pascaline and Pouliquen, Victor}, year = {2015}, pages = {86--125}, } @article{botha_turning_2012, title = {Turning the tide: creating {Professional} {Learning} {Communities} ({PLC}) to improve teaching practice and learning in {South} {African} public schools}, volume = {9}, doi = {10.1080/18146627.2012.722405}, number = {2}, journal = {Africa Education Review}, author = {Botha, E. M.}, year = {2012}, note = {ISBN: 1814-6627 Publisher: Taylor \& Francis}, pages = {395--411}, } @techreport{pota_turning_2021, title = {Turning to technology: {A} global survey of teachers' responses to the {Covid}-19 pandemic}, shorttitle = {Turning to technology}, language = {en}, institution = {T4 Education \& EdTech Hub}, author = {Pota, Vikas and Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam and Zubairi, Asma and Aerts, Carla and Gault, Claire}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:52V3UA3K 4804264:EGHQI9RE}, keywords = {Final\_citation, cited, existing}, } @book{freudenberger_tusome_2017, address = {Washington, DC}, title = {Tusome external evaluation—{Midline} report. {Prepared} for the {Ministry} of {Education} of {Kenya}, {USAID}/{Kenya}, and the {UK} {Department} for {International} {Development} under {Contract} {No}. {AID}-615-{TO}-1600012}, url = {http://pdf.usaid.gov/pdf_docs/PA00MS6J.pdf.}, publisher = {Management Sciences International (MSI), a Tetra Tech company}, author = {Freudenberger, E. and Davis, J.}, year = {2017}, } @misc{noauthor_tutor_nodate, title = {Tutor {Handbook} (1-3)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZIST9IQU}, } @inproceedings{sjostrom_tutorbot_2020, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Tutorbot: {A} {Chatbot} for {Higher} {Education} {Practice}}, isbn = {978-3-030-64823-7}, shorttitle = {Tutorbot}, doi = {10.1007/978-3-030-64823-7_10}, abstract = {In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting.}, language = {en}, booktitle = {Designing for {Digital} {Transformation}. {Co}-{Creating} {Services} with {Citizens} and {Industry}}, publisher = {Springer International Publishing}, author = {Sjöström, Jonas and Dahlin, Maritha}, editor = {Hofmann, Sara and Müller, Oliver and Rossi, Matti}, year = {2020}, keywords = {Architecture, Chatbot, Design, Design science research, Higher education, Practice}, pages = {93--98}, } @techreport{biswas_tv-based_2020, title = {{TV}-{Based} {Learning} in {Bangladesh} : {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/handle/10986/34138}, urldate = {2020-07-22}, institution = {World Bank}, author = {Biswas, Kumar and Asaduzzaman, TM and Evans, David and Fehrler, Sebastian and Ramachandran, Deepika and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WTAU4C2G 2339240:IV9AYHPY}, } @techreport{world_bank_tv-based-learning--bangladesh-is-it-reaching-studentspdf_2020, title = {{TV}-{Based}-{Learning}-in-{Bangladesh}-{Is}-it-{Reaching}-{Students}.pdf}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, urldate = {2020-08-12}, institution = {World Bank}, author = {{World Bank}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9KX2PN4H 2405685:SERJWUI6}, keywords = {\_COVID\_DEAA-List}, } @misc{government_of_kenya_tvet_2013, title = {{TVET} {Act}, nº29 of 2013 - {Technical} and {Vocational} {Education} and {Training} {Act} ({Kenya}) - {L}.{N}. 95/2013, {L}.{N}. 57/2014}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf}, abstract = {An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes}, language = {English}, urldate = {2018-11-02}, author = {{Government of Kenya}}, year = {2013}, note = {UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @incollection{paulson_tvet_2009, address = {London}, title = {{TVET} and community reintegration: exploring the connections in {Sierra} {Leone}'s {DDR} process}, volume = {2}, isbn = {978-1-4020-5280-4}, shorttitle = {{TVET} and community reintegration}, url = {http://researchspace.bathspa.ac.uk/2554/}, urldate = {2020-12-15}, booktitle = {International handbook of education for the changing world of work: bridging academic and vocational learning}, publisher = {Springer}, author = {Paulson, J.}, editor = {Maclean, R. and Wilson, D.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BMIYWWKM 2405685:SI333Z4W}, keywords = {\_C:Sierra Leone SLE}, } @techreport{megha-bongnkar_tvet_2022, title = {{TVET} and {Digitalization} - {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/HWQJK37N}, language = {en}, institution = {OpenDevEd}, author = {Megha-Bongnkar, Ghislaine and Haseloff, Gesine and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/opendeved.278}, note = {ZenodoArchiveID: 6615086 ZenodoArchiveConcept: 6615085 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.278 2129771:HWQJK37N}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @misc{unesco-unevoc_tvet_2019, title = {{TVET} {Country} {Profile}: {Nigeria}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_nga_en.pdf}, urldate = {2020-08-05}, author = {UNESCO-UNEVOC}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3IVK2EC7}, } @misc{noauthor_tvet_nodate, title = {{TVET} {Curriculum} {Development} {Assessment} and {Certification} {Council} – {Just} another {WordPress} site}, url = {http://www.tvetcdacc.go.ke/}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BTQ6M77D}, } @misc{mertineit_tvet_2013, title = {{TVET} for a {Green} {Economy}}, url = {https://www.enterprise-development.org/wp-content/uploads/TVET_Green_Economy.pdf}, urldate = {2021-09-05}, author = {Mertineit, Klaus-Dieter}, month = jun, year = {2013}, } @misc{noauthor_tvet_nodate, title = {{TVET} for climate action}, url = {https://unevoc.unesco.org//home/TVET+for+climate+action}, urldate = {2021-09-05}, } @techreport{unesco-unevoc_tvet_2006, title = {{TVET} for {Sustainable} {Development}: {Opportunities} and {Challenges}}, language = {en}, author = {UNESCO-UNEVOC}, year = {2006}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:U52KHCBR}, } @article{abdelkarim_tvet_2019, series = {Article; {Early} {Access}}, title = {{TVET} in {Sudan}: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions}, doi = {10.1080/14480220.2019.1690737}, abstract = {While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.{\textbackslash}n}, journal = {INTERNATIONAL JOURNAL OF TRAINING RESEARCH}, author = {Abdelkarim, Abbas}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU}, } @inproceedings{hasler_tvet_2021, address = {Rift Valley Technical Training Institute, Eldoret, Kenya}, title = {{TVET} research in {SSA}: {Recommendations} for {Thematic} {Priorities}}, url = {https://docs.opendeved.net/lib/TMQ5DIM2}, doi = {10.53832/opendeved.0200}, publisher = {Rift Valley Technical Training Institute}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 2129771:TMQ5DIM2}, keywords = {Author:OpenDevEd, \_DOILIVE, \_r:crossref, \_yl:a}, } @article{hasler_tvet_2022, title = {{TVET} {Research} in {SSA}: {Recommendations} for {Thematic} {Priorities}}, volume = {7}, copyright = {Copyright (c) 2022 Africa Journal of Technical and Vocational Education and Training; Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.}, issn = {2518-2722}, shorttitle = {{TVET} {Research} in {SSA}}, url = {https://afritvetjournal.org/index.php/Afritvet/article/view/136}, doi = {10.53832/opendeved.0268}, abstract = {This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).}, language = {en}, number = {1}, urldate = {2022-03-13}, journal = {Africa Journal of Technical and Vocational Education and Training}, author = {Haßler, Björn and Haseloff, Gesine}, month = feb, year = {2022}, doi = {10.53832/opendeved.0268}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, Education, Internationalisation, Research, TVET, Teacher, Work Based, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {3--27}, } @misc{hasler_tvet_2022, title = {{TVET} {Research} in {SSA}: {Recommendations} for {Thematic} {Priorities} {\textbar} {Africa} {Journal} of {Technical} and {Vocational} {Education} and {Training}}, url = {http://afritvet.org/index.php/Afritvet/article/view/136}, urldate = {2022-05-03}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y5Q9XG2S 2486141:VGUNXBX3}, keywords = {Author:OpenDevEd}, } @techreport{hasler_tvet_2021, title = {{TVET} research in {SSA}: {Table} of {Thematic} {Priorities} extending {Mulder}/{Roelofs}}, url = {https://docs.opendeved.net/lib/TMQ5DIM2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2021}, doi = {10.53832/opendeved.0201}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 10.53832/opendeved.0201 2129771:QJGKYTEJ 2129771:TMQ5DIM2}, keywords = {Author:OpenDevEd, \_DOILIVE, \_r:crossref, \_yl:b}, } @misc{noauthor_tvet_nodate, title = {{TVET} {Strategic} {Plan} 2018-2022}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8CC7GWK}, } @misc{government_of_kenya_tvet_2018, title = {{TVET} {Strategic} {Plan} 2018-2022}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf}, abstract = {A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public}, language = {English}, urldate = {2018-11-05}, author = {{Government of Kenya}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AB3ILQTQ 2317526:L7Y2ZTG6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @incollection{deissinger_tvet_2014, address = {Berlin, Heidelberg}, series = {New {Frontiers} of {Educational} {Research}}, title = {{TVET} {System} {Research}}, isbn = {978-3-642-54224-4}, url = {https://doi.org/10.1007/978-3-642-54224-4_5}, abstract = {Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.}, language = {en}, urldate = {2018-09-23}, booktitle = {Areas of {Vocational} {Education} {Research}}, publisher = {Springer Berlin Heidelberg}, author = {Deissinger, Thomas}, editor = {Zhao, Zhiqun and Rauner, Felix}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PF9MR8QV 2317526:CE2H9P7W UA-26AB1748-767A-43D1-9632-50B0E415DBC1}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, Dual System, Vocational Pathway, Vocational School, Vocational Training, Workplace Learning, publicImportV1}, pages = {91--108}, } @techreport{grijpstra_tvet_2015, title = {{TVET} teacher education in {Africa}}, abstract = {This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.}, language = {en}, author = {Grijpstra, Douwe}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cameroon, C:Egypt, C:South Africa, C:Tanzania, CLL:en, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{lai_tvet_2019, series = {Journal}, title = {{TVET} teachers’ perceptions on competencies: {An} application of {Malaysian} human resource development practitioners competency model}, doi = {10.1504/IJEBR.2019.102729}, abstract = {Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.}, journal = {International Journal of Economics and Business Research}, author = {Lai, Chee Sern and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd and Adamu, Babayo Yakubu}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/IJEBR.2019.102729 2129771:76JPIDBB 2129771:XUTA3KF9}, } @misc{open_development__education_tvet_nodate, title = {{TVET} {Zotero} {Library} {Registration}}, url = {https://www.zotero.org/groups/2317526/oden_tvetr-ssa?}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3B3J4QA 2317526:TYEHHIG8}, } @misc{government_of_kenya_tveta_2018, title = {{TVETA} {Competency} {Based} {Education} and {Training} and {Assessment} {Standards} \& {Guidelines}}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, language = {English}, urldate = {2018-11-14}, author = {{Government of Kenya}}, year = {2018}, note = {UA-e24c707c-dc52-4d1d-98a2-551c3a4beb60 KerkoCite.ItemAlsoKnownAs: 2129771:L5K8C4SH 2317526:VAL4BH32}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @inproceedings{culen_a__gasparini_a_tweens_2012, title = {Tweens with the {iPad} classroom—{Cool} but not really helpful?}, booktitle = {In e-{Learning} and e-{Technologies} in {Education} ({ICEEE}), 2012 {International} {Conference} on}, author = {{Culén, A., \& Gasparini, A.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 257089:433B7RWD}, keywords = {⛔ No DOI found}, pages = {1--6}, } @article{luke_twelve_2021, title = {Twelve tips for using synchronous virtual classroom technologies in medical education}, volume = {10}, issn = {23127996}, url = {https://www.mededpublish.org/manuscripts/3732}, doi = {10.15694/mep.2021.000066.1}, abstract = {The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools effectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more effectively to promote learner engagement and learning.}, language = {en}, number = {1}, urldate = {2021-03-15}, journal = {MedEdPublish}, author = {Luke, Karl}, year = {2021}, } @article{grol_twenty_2000, title = {Twenty years of implementation research}, volume = {17}, doi = {10.1093/fampra/17.suppl_1.S32}, number = {90001}, journal = {Family practice}, author = {Grol, Richard and Jones, Roger}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl\_1.S32 2129771:XE2QRP7N}, pages = {32--35}, } @article{grol_twenty_2000, title = {Twenty years of implementation research}, volume = {17}, doi = {10.1093/fampra/17.suppl_1.S32}, number = {90001}, journal = {Family practice}, author = {Grol, Richard and Jones, Roger}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl\_1.S32 2129771:DG7S5FTW 4869029:NJ2PBBHT}, pages = {32--35}, } @article{lantz-andersson_twenty_2018, title = {Twenty years of online teacher communities: {A} systematic review of formally-organized and informally-developed professional learning groups}, volume = {75}, issn = {0742-051X}, shorttitle = {Twenty years of online teacher communities}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18300908}, doi = {10.1016/j.tate.2018.07.008}, abstract = {This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.}, language = {en}, urldate = {2021-03-07}, journal = {Teaching and Teacher Education}, author = {Lantz-Andersson, Annika and Lundin, Mona and Selwyn, Neil}, month = oct, year = {2018}, pages = {302--315}, } @techreport{unicef_two_2020, title = {Two {Thirds} of the {World}’s {School}-{Age} {Children} {Have} {No} {Internet} {Access} at {Home}, {New} {UNICEF}-{ITU} {Report} {Says}}, url = {https://www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu}, language = {en}, author = {UNICEF, I.T.U.}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:9RRYIW5L 4804264:MWXA8KY4}, keywords = {Final\_citation, anystyle, existing}, } @misc{noauthor_twp_nodate, title = {{TWP} – {Thinking} and {Working} {Politically} {Community} of {Practice}}, url = {https://twpcommunity.org/}, language = {en-US}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8HLINPAI 2129771:FI6TKNUI}, } @misc{noauthor_typeset_nodate, title = {Typeset ({AI} {Chat} for scientific {PDFs} {\textbar} {SciSpace})}, url = {https://typeset.io}, abstract = {Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6I7VT965 2405685:IKTGPLSL 2486141:3Z8U6LY3}, keywords = {\_Added-ailr-2024}, } @misc{rapidsms_u-report_2013, title = {U-report: {Rapid} {SMS}}, url = {https://www.rapidsms.org/projects/ureport/}, urldate = {2020-09-16}, author = {RapidSMS}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7VJK62GN 2405685:FZNZL6J7}, keywords = {sub-Saharan Africa}, } @article{wurst_ubiquitous_2008, title = {Ubiquitous laptop usage in higher education: {Effects} on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms}, volume = {51}, issn = {0360-1315}, shorttitle = {Ubiquitous laptop usage in higher education}, url = {http://www.sciencedirect.com/science/article/pii/S0360131508000808}, doi = {10.1016/j.compedu.2008.05.006}, abstract = {Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.}, language = {en}, number = {4}, urldate = {2020-04-21}, journal = {Computers \& Education}, author = {Wurst, Christian and Smarkola, Claudia and Gaffney, Mary Anne}, month = dec, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.05.006 2129771:6ERLXTAR}, keywords = {Computer-mediated communication, Pedagogical issues, Post-secondary education}, pages = {1766--1783}, } @article{government_of_uganda_ubteb_2014, title = {{UBTEB} rules on the assessment of competences and conduct of business, technical and vocational examinations in {Uganda}}, url = {http://ubteb.go.ug/sites/default/files/Rules%20of%20UBTEB%20Examinations%20Rules%20and%20Regulations.pdf}, language = {English}, urldate = {2018-12-08}, author = {{Government of Uganda}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{cilt_uct_2020, title = {{UCT} {Low} {Tech} {Remote} {Teaching} {Guidelines}}, url = {https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=sharing&usp=embed_facebook}, abstract = {University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...}, language = {en}, urldate = {2020-04-21}, publisher = {Centre for Innovation in Learning and Teaching}, author = {CILT}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MQ8T5CAY}, } @misc{government_of_uganda_uganda_nodate, title = {Uganda {BTVET} {Portal}}, url = {http://www.btvet-uganda.org/}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {UA-828eec28-f086-4b7e-bc3b-e7701727bb1d KerkoCite.ItemAlsoKnownAs: 2129771:I32K8295 2317526:BYMUPW8Y}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @techreport{pouezevara_uganda_2019, title = {Uganda {Impact} {Study} {Report}}, institution = {RTI International}, author = {Pouezevara, Sarah and Brunette, Tracy and Jordan, Rachel and Nakyejwe, Deborah}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:78FLLX49}, keywords = {Final\_citation, cited, existing}, } @misc{schools2030_ugandas_nodate, title = {Uganda’s {Record}-{Breaking} {Two}-{Year} {School} {Closure} {Led} to… {No} {Decline} in the {Number} of {Kids} {Who} {Can} {Read}?}, url = {https://www.cgdev.org/blog/ugandas-record-breaking-two-year-school-closure-led-to-no-decline-number-kids-who-can-read}, abstract = {A couple weeks ago, Uganda finally ended the longest national school closure on record, reopening its public schools after nearly two full years. One might anticipate a fairly dramatic decline in learning levels. Indeed, in a very non-scientific poll of my twitter followers, the dominant view was that reading levels would collapse. That is not exactly what the Uwezo team found in their data, however. On Uwezo’s headline measure of reading competency, the new data reveal essentially the opposite: an improvement.}, language = {en}, urldate = {2022-03-29}, journal = {Center For Global Development}, author = {{Schools2030}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5YUUIDIP 2486141:H9P84DMT}, } @misc{noauthor_uganda_nodate, title = {Uganda {Vocational} {Qualifications} {Framework} {Summary} of {Generic} {Level} {Descriptors}}, url = {http://dituganda.org/wp-content/uploads/2012/11/Generic-Descriptors-of-Competence-Levels.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IIX5R4P4}, } @misc{government_of_uganda_uganda_2012, title = {Uganda {Vocational} {Qualifications} {Framework} ({UVQF}) {Summary} of {Generic} {Level} {Descriptors}}, url = {http://dituganda.org/}, urldate = {2018-12-21}, publisher = {Directorate of Industrial Training}, author = {{Government of Uganda}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AS2NGQU8 2317526:NCF9TRC7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{unesco_uis_nodate, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/}, urldate = {2020-08-24}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WMAZSX8X}, } @misc{uis_uis_2018, title = {{UIS} {Statistics} {\textbar} {Percentage} of {Qualified} {Teachers} by {Education} {Level}}, url = {http://data.uis.unesco.org/}, urldate = {2020-07-15}, author = {UIS}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2V6QLYMN 2486141:5AHXGKY2}, } @article{noauthor_uk_2020, chapter = {UK Politics}, title = {{UK} aid department to be merged with {Foreign} {Office}}, url = {https://www.bbc.com/news/uk-politics-53062858}, language = {en-GB}, urldate = {2020-06-17}, journal = {BBC News}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:93GNJH2E}, } @misc{government_of_south_africa_umalusi_nodate, title = {{UMALUSI}}, url = {https://www.umalusi.org.za/}, language = {en-ZA}, urldate = {2020-07-14}, author = {Government of South Africa}, note = {Library Catalog: www.umalusi.org.za KerkoCite.ItemAlsoKnownAs: 2129771:DYCZM4ZK}, } @misc{unicef_convention_nodate, title = {{UN} {Convention} on the {Rights} of the {Child} ({UNCRC})}, url = {https://www.unicef.org.uk/what-we-do/un-convention-child-rights/}, urldate = {2020-03-02}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3THRPZS 2317526:HEZ9ZD65}, } @techreport{united_nations_flagship_2020, title = {{UN} {Flagship} {Report} {Disability}}, url = {https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf}, author = {{United Nations}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EMP7MGQJ 2339240:IETXYZZQ 2405685:R6QHFIUK}, } @phdthesis{rosillo_modededie_2017, type = {{PhD} {Thesis}}, title = {Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves}, school = {Université de Lyon}, author = {Rosillo, Taïma del Carmen Pérez}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:6TQI38HG 2129771:8A5QUNPL 2129771:98U7KFIX 2129771:YU76DWWY}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:France FRA, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{saier_unarxive_2023, title = {{unarXive} 2022: {All} {arXiv} {Publications} {Pre}-{Processed} for {NLP}, {Including} {Structured} {Full}-{Text} and {Citation} {Network}}, shorttitle = {{unarXive} 2022}, url = {https://ieeexplore.ieee.org/document/10266058/}, doi = {10.1109/JCDL57899.2023.00020}, abstract = {Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 \${\textbackslash}mathrm\{M\}\$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.}, urldate = {2024-03-10}, journal = {2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL)}, author = {Saier, Tarek and Krause, Johan and Färber, Michael}, month = jun, year = {2023}, note = {Conference Name: 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) ISBN: 9798350399318 Place: Santa Fe, NM, USA Publisher: IEEE}, pages = {66--70}, } @article{czerniewicz_unbundling_2018, title = {Unbundling and {Rebundling} {Higher} {Education} in an {Age} of {Inequality}}, url = {https://er.educause.edu/articles/2018/10/unbundling-and-rebundling-higher-education-in-an-age-of-inequality}, abstract = {Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a}, language = {en}, urldate = {2023-02-01}, author = {Czerniewicz, Laura}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:3UY57V7T 4804264:BYJBA3CC}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{gutman_uncertain_2012, title = {Uncertain aspirations for continuing in education: {Antecedents} and associated outcomes}, volume = {48}, issn = {1939-0599}, shorttitle = {Uncertain aspirations for continuing in education}, doi = {10.1037/a0026547}, abstract = {[Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved)}, journal = {Developmental Psychology}, author = {Gutman, Leslie Morrison and Schoon, Ingrid and Sabates, Ricardo}, year = {2012}, note = {Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0026547 2129771:NW5XD67Z}, keywords = {Academic Achievement, Academic Achievement Motivation, Academic Aptitude, Adolescent Attitudes, Educational Aspirations, Educational Attainment Level, Expectations, Family Socioeconomic Status, Occupational Aspirations, Student Attitudes, Uncertainty}, pages = {1707--1718}, } @article{anaraki_uncertainty_2021, title = {Uncertainty {Analysis} of {Climate} {Change} {Impacts} on {Flood} {Frequency} by {Using} {Hybrid} {Machine} {Learning} {Methods}}, volume = {35}, issn = {0920-4741, 1573-1650}, url = {http://link.springer.com/10.1007/s11269-020-02719-w}, doi = {10.1007/s11269-020-02719-w}, language = {en}, number = {1}, urldate = {2024-02-24}, journal = {Water Resources Management}, author = {Anaraki, Mahdi Valikhan and Farzin, Saeed and Mousavi, Sayed-Farhad and Karami, Hojat}, month = jan, year = {2021}, pages = {199--223}, } @article{berger_uncertainty_2020, title = {Uncertainty and {Decision}-{Making} {During} a {Crisis}: {How} to {Make} {Policy} {Decisions} in the {COVID}-19 {Context}?}, issn = {1556-5068}, shorttitle = {Uncertainty and {Decision}-{Making} {During} a {Crisis}}, url = {https://papers.ssrn.com/abstract=3647188}, doi = {10.2139/ssrn.3647188}, abstract = {Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Berger, Loic and Berger, Nicolas and Bosetti, Valentina and Gilboa, Itzhak and Hansen, Lars Peter and Jarvis, Christopher and Marinacci, Massimo and Smith, Richard}, month = jul, year = {2020}, doi = {10.2139/ssrn.3647188}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3647188 2129771:U93D8KC7 2129771:YWVRDJSL}, keywords = {\_\_C:filed:1, ambiguity, decision rules, model uncertainty, robustness}, } @article{staff_uncertainty_2010, title = {Uncertainty in {Early} {Occupational} {Aspirations}: {Role} {Exploration} or {Aimlessness}?}, volume = {89}, issn = {0037-7732}, shorttitle = {Uncertainty in {Early} {Occupational} {Aspirations}}, url = {https://doi.org/10.1353/sof.2010.0088}, doi = {10.1353/sof.2010.0088}, abstract = {Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.}, number = {2}, urldate = {2023-01-07}, journal = {Social Forces}, author = {Staff, Jeremy and Harris, Angel and Sabates, Ricardo and Briddell, Laine}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/sof.2010.0088 2129771:UEZ7PUUK}, pages = {659--683}, } @article{sidorova_uncovering_2008, title = {Uncovering the intellectual core of the information systems discipline}, volume = {32}, doi = {10.2307/25148852}, language = {en}, number = {3}, journal = {MIS Quarterly}, author = {Sidorova, A. and Evangelopoulos, N. and Valacich, J.S.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/25148852 2129771:WXKNM32A 2486141:ZLANJLUN}, pages = {467--482}, } @article{aldriwesh_undergraduate-level_2022, title = {Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review}, volume = {22}, issn = {1472-6920}, shorttitle = {Undergraduate-level teaching and learning approaches for interprofessional education in the health professions}, url = {https://doi.org/10.1186/s12909-021-03073-0}, doi = {10.1186/s12909-021-03073-0}, abstract = {Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {BMC Medical Education}, author = {Aldriwesh, Marwh Gassim and Alyousif, Sarah Mohammed and Alharbi, Nouf Sulaiman}, month = jan, year = {2022}, pages = {13}, } @article{mulenga_understanding_2019, title = {Understanding a competency-based curriculum and education: {The} {Zambian} perspective}, volume = {3}, shorttitle = {Understanding a competency-based curriculum and education}, url = {https://medicine.unza.zm/index.php/jlt/article/view/107}, number = {1}, urldate = {2023-12-06}, journal = {Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).}, author = {Mulenga, Innocent Mutale and Kabombwe, Yvonne Malambo}, year = {2019}, keywords = {⛔ No DOI found}, pages = {106--134}, } @misc{noauthor_understanding_nodate, title = {‪{Understanding} achievement in numeracy among primary school children in ethiopia: evidence from rise ethiopia study‬}, shorttitle = {‪{Understanding} achievement in numeracy among primary school children in ethiopia}, url = {https://scholar.google.co.uk/citations?view_op=view_citation&hl=en&user=7KQR9rYAAAAJ&sortby=pubdate&citation_for_view=7KQR9rYAAAAJ:URolC5Kub84C}, abstract = {‪D Tiruneh, J Hoddinott, C Rolleston, R Sabates, T Woldehanna, 2021‬ - ‪Cited by 4‬}, urldate = {2023-01-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GU2M9LCE}, } @misc{rolleston_understanding_2021, type = {Working / discussion paper}, title = {Understanding {Achievement} in {Numeracy} {Among} {Primary} {School} {Children} in {Ethiopia}: {Evidence} from {RISE} {Ethiopia} {Study}}, copyright = {open}, shorttitle = {Understanding {Achievement} in {Numeracy} {Among} {Primary} {School} {Children} in {Ethiopia}}, url = {http://doi.org/10.35489/BSG-RISE-WP_2021/071}, abstract = {Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls}, language = {eng}, urldate = {2023-01-07}, journal = {(RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021)}, author = {Rolleston, C. and Hoddinott, J. and Dawit, T. and Sabates, R. and Woldehanna, T.}, month = may, year = {2021}, note = {Issue: 21/071 Num Pages: 35 Number: 21/071 Place: Oxford, UK Publisher: Research on Improving Systems of Education (RISE) KerkoCite.ItemAlsoKnownAs: 2129771:3HTC7DZW}, } @techreport{tembey_understanding_2021, title = {Understanding {Barriers} to {Girls}’ {Access} and {Use} of {EdTech} in {Kenya} {During} {Covid}-19}, language = {en}, institution = {EdTech Hub}, author = {Tembey, Lara and Baier, Jasmin and Ogolla, Concilia and Mohan, Prithika}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EUI5EZPL 4804264:F6DRNVXC}, keywords = {Final\_citation, cited, existing}, } @article{jebeile_understanding_2021, title = {Understanding climate change with statistical downscaling and machine learning}, volume = {199}, issn = {0039-7857, 1573-0964}, url = {https://link.springer.com/10.1007/s11229-020-02865-z}, doi = {10.1007/s11229-020-02865-z}, language = {en}, number = {1-2}, urldate = {2024-02-24}, journal = {Synthese}, author = {Jebeile, Julie and Lam, Vincent and Räz, Tim}, month = dec, year = {2021}, pages = {1877--1897}, } @article{kumpulainen_understanding_2018, title = {Understanding educational change: {Agency}-structure dynamics in a novel design and making environment}, shorttitle = {Understanding educational change}, doi = {10.1344/der.2018.33.26-38}, number = {33}, journal = {Digital Education Review}, author = {Kumpulainen, Kristiina and Kajamaa, Anu and Rajala, Antti}, year = {2018}, note = {Publisher: Digital Education Observatory (OED) KerkoCite.ItemAlsoKnownAs: 2129771:PXX37I3D 2129771:UJPWGVCU}, keywords = {\_C:Finland FIN, \_C:Jordan JOR, \_C:Netherlands NLD, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26--38}, } @article{samsonova_understanding_2017, title = {Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices}, author = {Samsonova, Olga}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Egypt EGY, \_C:Iran IRN, \_C:Jordan JOR, \_C:Lithuania LTU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{kucirkova_understanding_2022, title = {Understanding evidence: a brief guide for edtech produceers}, author = {Kucirkova, Natalia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M74IILP3 4426965:9MXGUN2I}, } @misc{noauthor_understanding_nodate, title = {Understanding {LSTM} {Networks} -- colah's blog}, url = {https://colah.github.io/posts/2015-08-Understanding-LSTMs/}, urldate = {2024-02-23}, } @book{world_bank_understanding_2022, title = {Understanding {Multidimensional} {Determinants} of {Disability}-{Inclusive} {Education}: {Lessons} from {Rwanda}, {Sierra} {Leone}, and {Zambia}}, shorttitle = {Understanding {Multidimensional} {Determinants} of {Disability}-{Inclusive} {Education}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/37967}, language = {en}, urldate = {2022-10-21}, publisher = {World Bank}, author = {{World Bank}}, month = sep, year = {2022}, doi = {10.1596/37967}, keywords = {\_C:Sierra Leone SLE}, } @article{noauthor_understanding_nodate, title = {Understanding {Progress} in the 2020/21 {Academic} {Year}}, language = {en}, pages = {73}, } @article{andrews_understanding_nodate, title = {Understanding {Progress} in the 2020/21 {Academic} {Year} - {Complete} findings from the spring term {Oct}-2021}, language = {en}, author = {Andrews, Jon}, keywords = {⛔ No DOI found}, pages = {113}, } @techreport{mcburnie_understanding_2024, type = {Other}, title = {Understanding quality characteristics of {EdTech} interventions and implementation for disadvantaged pupils: {Coding} tool for a systematic review / rapid evidence assessment}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/G5P9ZNRI}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1115}, note = {ZenodoArchiveID: 10780358 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1115 ZenodoArchiveConcept: 10780357}, keywords = {Coming soon, Internal, \_r:AddedByMyEducationEvidence}, } @techreport{mcburnie_understanding_2024, type = {Report}, title = {Understanding quality characteristics of {EdTech} interventions and implementation for disadvantaged pupils: {Data} {Management} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/AP3Z8CCB}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris}, month = mar, year = {2024}, doi = {10.53832/opendeved.1078}, note = {ZenodoArchiveID: 10697657 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1078 ZenodoArchiveConcept: 10697656}, keywords = {Internal, \_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @techreport{mcburnie_understanding_2024, type = {Report}, title = {Understanding quality characteristics of {EdTech} interventions and implementation for disadvantaged pupils: {Protocol} for a systematic review / rapid evidence assessment}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/2I2GT22T}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Walker, Hannah and Haßler, Björn}, month = mar, year = {2024}, doi = {10.53832/opendeved.1077}, note = {ZenodoArchiveID: 10697652 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1077 ZenodoArchiveConcept: 10697651}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068, 1360-0486}, url = {https://www.tandfonline.com/doi/full/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, language = {en}, number = {3}, urldate = {2022-12-25}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:68VY6GT6}, keywords = {\_C:Sierra Leone SLE}, pages = {418--441}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068}, url = {https://doi.org/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, abstract = {Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.}, number = {3}, urldate = {2020-12-15}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:UVNJFUHG 2405685:9FVX5LB3}, keywords = {Education, Liberia, Sierra Leone, \_C:Sierra Leone SLE, teachers, teaching about conflict, transitional justice}, pages = {418--441}, } @phdthesis{mutlu_understanding_2016, type = {{PhD} {Thesis}}, title = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}: {A} {Model} {Based} {Approach}}, shorttitle = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}}, school = {University of Sheffield}, author = {Mutlu, Tugba}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:E8FLHYKA}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Guyana GUY, \_C:Hungary HUN, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Malta MLT, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{bagui_understanding_2019, title = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}: {A} {Case} of {Tanzania}}, volume = {11}, shorttitle = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}}, number = {2}, journal = {The African Journal of Information Systems}, author = {Bagui, Laban and Mwapwele, Samwel Dick}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSNGFZWN 2129771:G9MGFU35}, keywords = {HDR25, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cameroon CMR, \_C:Dominican Republic DOM, \_C:Eritrea ERI, \_C:Gambia GMB, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {1}, } @incollection{mil_understanding_2023, title = {Understanding {Sustainable} {Exit} {Strategies} of {Voluntary} {Development} {Organisations}. {Amical} {Break}-{Up} or {Messy} {Divorce}?}, isbn = {978-1-00-322825-7}, abstract = {Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits.}, booktitle = {The {Rise} of {Small}-{Scale} {Development} {Organisations}}, publisher = {Routledge}, author = {Mil, Anne-Fleur Lurvink, Imke van, Sara Kinsbergen}, year = {2023}, note = {Num Pages: 16}, } @article{de_la_calle_understanding_2021, title = {Understanding {Teacher} {Digital} {Competence} in the {Framework} of {Social} {Sustainability}: {A} {Systematic} {Review}}, volume = {12}, url = {https://www.mdpi.com/2071-1050/13/23/13283}, doi = {10.3390/su132313283}, abstract = {Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.}, language = {English}, number = {23}, journal = {MDPI Journals}, author = {De la Calle, Ana Maria and Pacheco-Costa, Alejandra and Gomez-Ruiz, Miguel Ángel and Guzman-Simon, Fernando}, editor = {Motyl, Barbara}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL}, } @article{mcburnie_understanding_2022, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, doi = {https://doi.org/10.5281/zenodo.6817992}, abstract = {This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.}, author = {McBurnie, Chris and Godwin, Katie and Haßler, Björn}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:7N48R3PH}, keywords = {\_C:Sierra Leone SLE, ⛔ No DOI found}, } @techreport{mcburnie_understanding_2022, type = {Journal article}, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAAC2B78}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Haßler, Björn}, month = aug, year = {2022}, doi = {10.5281/zenodo.6817992}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{wadmare_understanding_2022, title = {Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural {India}: {An} empirical analysis of alignments and misalignments}, volume = {3}, issn = {2666-3740}, shorttitle = {Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural {India}}, url = {https://www.sciencedirect.com/science/article/pii/S2666374022000747}, doi = {10.1016/j.ijedro.2022.100198}, abstract = {Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40\% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Research Open}, author = {Wadmare, Pratik and Nanda, Mansi and Sabates, Ricardo and Sunder, Naveen and Wadhwa, Wilima}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100198 2129771:8BDMZDN7}, keywords = {Foundational Literacy, India, Perceptions, School Accountability, Teachers}, pages = {100198}, } @phdthesis{gagnon_understanding_2014, address = {United States -- New Hampshire}, type = {Ph.{D}.}, title = {Understanding the distribution of teacher effectiveness}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1617959470/abstract/4BD8DE0B51754EC4PQ/1}, abstract = {The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.}, language = {English}, urldate = {2021-03-07}, school = {University of New Hampshire}, author = {Gagnon, Douglas Jude}, year = {2014}, note = {ISBN: 9781321342796}, keywords = {Distribtution of Effectiveness, Education, Equality of Opportunity, Social sciences, Teacher Effectiveness, Teacher Supply, Value-Added Modeling, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ahlawat_understanding_2020, title = {Understanding the {Effect} of {Covid}-19 on the {Education} {System} and the {Students} in {India}}, journal = {International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151}, author = {Ahlawat, Bhavna}, year = {2020}, keywords = {⛔ No DOI found}, } @article{larsen_understanding_2019, title = {Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles}, volume = {20}, doi = {10.17705/1jais.00556}, language = {en}, number = {7}, journal = {Journal of the Association for Information Systems}, author = {Larsen, K. and Hovorka, D. and Dennis, A.R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2129771:A2545UDX 2129771:DG5SZ7EH 2405685:QNI8K9ZN 2486141:G3PRNUG5}, keywords = {\_Added-ailr-2024}, pages = {887--928}, } @article{sabates_understanding_2021, title = {Understanding the {External} {Social} {Benefits} of {Education} in {Ethiopia}: {A} {Contextual} {Analysis} {Using} {Young} {Lives}}, volume = {47}, issn = {1944-6470}, shorttitle = {Understanding the {External} {Social} {Benefits} of {Education} in {Ethiopia}}, url = {https://muse.jhu.edu/pub/34/article/806386}, number = {1}, urldate = {2023-01-07}, journal = {Journal of Education Finance}, author = {Sabates, Ricardo and Zhao, Yiran Vicky and Mitchell, Rafael and Ilie, Sonia}, year = {2021}, note = {Publisher: University of Illinois Press KerkoCite.ItemAlsoKnownAs: 2129771:AETKVZAP}, keywords = {⛔ No DOI found}, pages = {45--70}, } @phdthesis{choi_understanding_2007, address = {United States -- Arizona}, type = {Ph.{D}.}, title = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: {A} multi-method and geo -spatial approach}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers}, url = {https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1}, abstract = {June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.}, language = {English}, urldate = {2021-03-07}, school = {Arizona State University}, author = {Choi, Daniel S.}, year = {2007}, note = {ISBN: 9781109960174}, keywords = {Decision-making, Education, Highly qualified teachers, School districts, \_C:India IND, \_C:Philippines PHL, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_understanding_2024, title = {Understanding the pricing of the {ChatGPT} {API} - {API}}, url = {https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268}, abstract = {Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at \$1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...}, language = {en}, urldate = {2024-01-21}, journal = {OpenAI Developer Forum}, month = jan, year = {2024}, note = {Section: API KerkoCite.ItemAlsoKnownAs: 2129771:PW9W7DD7 2405685:WK8YCRCC 2486141:YJVMBKUH}, } @article{tondeur_understanding_2017, title = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence}, volume = {65}, issn = {1042-1629, 1556-6501}, shorttitle = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education}, url = {http://link.springer.com/10.1007/s11423-016-9481-2}, doi = {10.1007/s11423-016-9481-2}, language = {en}, number = {3}, urldate = {2024-03-04}, journal = {Educational Technology Research and Development}, author = {Tondeur, Jo and Van Braak, Johan and Ertmer, Peggy A. and Ottenbreit-Leftwich, Anne}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 4804264:7A5EH84Z}, keywords = {Final\_citation}, pages = {555--575}, } @article{stein_understanding_2012, title = {Understanding theory of change in international development}, language = {en}, author = {Stein, Danielle and Valters, Craig}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S8EA6I57 2317526:MFZZLT8S 2317526:NIXWR2K6}, keywords = {⛔ No DOI found}, pages = {25}, } @article{haruna_understanding_2019, series = {Journal}, title = {Understanding work-based learning in technical and vocational education and training in {Nigeria}}, abstract = {© BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.}, journal = {International Journal of Recent Technology and Engineering}, author = {Haruna, Rabiu and Kamin, Yusri Bin and Buntat, Yahya Bin}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HU4UXPKA 2129771:WE6VF3M8}, keywords = {⛔ No DOI found}, } @misc{world_bank_unemployment_2020, title = {Unemployment, total (\% of total labor force) (modeled {ILO} estimate) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG}, urldate = {2020-08-01}, author = {{World Bank}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G9FGAF4F}, } @misc{james_unescocaricom_2020, address = {St. Augustine, Trinidad and Tobago}, title = {{UNESCO}/{CARICOM} {Webinar} {Series} n° 1: {Supporting} teachers and education personnel to ensure continuity of learning: {Supporting} the preparation of teachers for distance education and reopening of schools}, url = {https://en.unesco.org/sites/default/files/freddy-james-university-west-indies.pdf}, language = {English}, urldate = {2020-11-24}, author = {James, Freddy}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ}, keywords = {\_Added to LR, \_T:reviewed}, } @misc{unesco_institute_for_lifelong_learning_unesco_2015, title = {{UNESCO} {Global} {Network} of {Learning} {Cities}}, url = {https://uil.unesco.org/lifelong-learning/learning-cities}, language = {en}, urldate = {2020-08-07}, author = {UNESCO Institute for Lifelong Learning}, month = oct, year = {2015}, note = {Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:3GL44D89}, } @misc{unesco_unesco_nodate, title = {{UNESCO} {Institute} for {Lifelong} {Learning}}, url = {https://uil.unesco.org/}, urldate = {2020-08-04}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XI7LMVX8}, } @inproceedings{da_costa_santos_unescos_2019, title = {{UNESCO}’s {Contributions} to the {Development} of {Education} in {Latin} {American} {Countries}: {Brazil} and {Bolivia}}, shorttitle = {{UNESCO}’s {Contributions} to the {Development} of {Education} in {Latin} {American} {Countries}}, booktitle = {2nd {International} {Conference} on {Education} {Science} and {Social} {Development} ({ESSD} 2019)}, publisher = {Atlantis Press}, author = {da Costa Santos, Johnatan and Quiroga, Maria Luisa Claure}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KTTHFACZ}, keywords = {⛔ No DOI found}, } @techreport{unesco-unevoc_unevoc_2012, title = {{UNEVOC} {World} {TVET} {Database}: {Botswana}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_bwa_en.pdf}, language = {English}, urldate = {2018-11-22}, author = {{UNESCO-UNEVOC}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WLP56L3H 2317526:A5LT8Q49}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2018, title = {{UNEVOC} {World} {TVET} {Database}: {Kenya}}, url = {https://unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KEN}, language = {English}, urldate = {2018-11-22}, author = {{UNESCO-UNEVOC}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7P2TYCJ4 2317526:457AVM6J}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2012, title = {{UNEVOC} {World} {TVET} {Database}: {Nigeria}}, language = {English}, urldate = {2018-11-27}, author = {{UNESCO-UNEVOC}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAMI6L7Y 2317526:3M2K379W}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, C:Nigeria, CC:Nigeria, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2016, title = {{UNEVOC} {World} {TVET} {Database}: {Tanzania}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_tza_en.pdf}, language = {English}, urldate = {2018-11-25}, author = {{UNESCO-UNEVOC}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RD3Z2W99 2317526:MTLEG9I9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2014, title = {{UNEVOC} {World} {TVET} {Database}: {Uganda}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_uga_en.pdf}, language = {English}, urldate = {2018-11-27}, author = {{UNESCO-UNEVOC}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQ6LJ4WG 2317526:EMWFCMYD}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{noauthor_unicef_2023, title = {{UNICEF}: 100 million children vulnerable to climate change impacts in {Nigeria}}, shorttitle = {{UNICEF}}, url = {https://www.thecable.ng/unicef-100-million-children-vulnerable-to-climate-change-impacts-in-nigeria}, abstract = {The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria.}, language = {en-US}, urldate = {2024-03-24}, journal = {TheCable}, month = nov, year = {2023}, } @techreport{nampota_unicef_2012, title = {{UNICEF} {Child} {Friendly} {Schooling} ({CFS})}, author = {Nampota, Dorothy and Jere, Catherine and Chiwaula, Lizzie and Meke, Elizabeth and Kadzamira, Esme}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T7PARIGX 4752638:FLH6XE25}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @misc{unicef_unicef_2020, title = {{UNICEF} scales up support to keep children learning, as {COVID}-19 forces schools to close}, url = {https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close}, language = {en}, urldate = {2020-04-08}, author = {UNICEF}, month = mar, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2129771:IZE9L2NN IZE9L2NN}, } @misc{noauthor_unicef-time--teach-report-2020_nodate, title = {{UNICEF}-{Time}-to-{Teach}-{Report}-2020 (1).pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VJBDQ63N 4556019:7T47M3JH}, } @misc{noauthor_unicef_nodate, title = {{UNICEF} {UK}}, url = {https://www.unicef.org.uk/}, abstract = {Unicef is the world’s leading organisation working for children in danger. Make a donation, fundraise or campaign – help us keep children safe.}, language = {en-GB}, urldate = {2020-05-27}, note = {Library Catalog: www.unicef.org.uk KerkoCite.ItemAlsoKnownAs: 2129771:RWK2VAFP 2317526:MJAEINIR}, } @article{visaria_unintended_2016, title = {Unintended {Consequences} of {Rewards} for {Student} {Attendance}: {Results} {From} a {Field} {Experiment} in {Indian} {Classrooms}.}, volume = {54}, url = {https://www.sciencedirect.com/science/article/pii/S0272775716304071}, doi = {10.1016/j.econedurev.2016.08.001}, journal = {Economics of Education Review}, author = {Visaria, Sujata and Dehejia, Rajeev and Chao, Melody M. and Mukhopadhyay, Anirban}, year = {2016}, pages = {173--184}, } @misc{universal_access_development_fund_sierra_leone_universal_2020, title = {Universal {Access} {Development} {Fund} {\textbar} {Home}}, url = {https://uadf.gov.sl/}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AVUVWP3X 2405685:FNIEIP9B}, } @article{king_universal_2009, title = {Universal secondary education in the {OECS}: {Some} views on the curriculum}, volume = {34}, shorttitle = {Universal secondary education in the {OECS}}, number = {2}, journal = {Journal of Eastern Caribbean Studies}, author = {King, Winston K.}, year = {2009}, note = {Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2129771:GN868WFE 2129771:MHNF2WNJ}, keywords = {⛔ No DOI found}, pages = {19--40}, } @misc{quinn_universities_2020, title = {Universities prepare for semester of online and hybrid learning}, url = {https://thepienews.com/analysis/university-prepare-online-hybrid-learning/}, abstract = {News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester?}, language = {en}, urldate = {2020-09-11}, journal = {The Pie News}, author = {Quinn, Callan}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SLHM3SIH 2486141:629VQYAC}, } @incollection{masaiti_university_2018, title = {University education in {Zambia} in the face of austerity: history, trends and financing.}, shorttitle = {University education in {Zambia} in the face of austerity}, url = {http://dspace.unza.zm/handle/123456789/6061}, urldate = {2023-12-05}, publisher = {UNZA Press}, author = {Masaiti, Gift and Simuyaba, Eunifridah}, year = {2018}, } @book{marope_unleashing_2015, address = {Paris}, title = {Unleashing the potential: transforming technical and vocational education and training}, isbn = {978-92-3-100091-1}, abstract = {"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.}, language = {en}, author = {Marope, Priscilla Toka Mmantsetsa and Chakroun, Borhène and Holmes, K. P}, year = {2015}, note = {OCLC: 921829960 KerkoCite.ItemAlsoKnownAs: 2129771:AVKWPPMP 2317526:JK6589HH}, } @techreport{adam_unlocking_2020, title = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}: {Webinar} {Summary} \& {Synthesis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/S9MFQ8KB}, institution = {ESSA, Zizi Afrique, EdTech Hub}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wacharia, Wairimu and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, year = {2020}, doi = {10.5281/zenodo.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4279156 2129771:XYEJSVYW 2405685:S9MFQ8KB 2339240:HZTGKNN9}, keywords = {Author:OpenDevEd, \_EdTechHub\_Output, \_GS:not\_indexed, \_r:CopiedFromEvLib, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{bahadur_unlocking_2016, title = {Unlocking resilience through autonomous innovation}, language = {en}, institution = {Overseas Development Institute}, author = {Bahadur, Aditya and Doczi, Julian}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YPKRG44C 2486141:XQBEA6YY}, } @techreport{pitchford_unlocking_2014, title = {Unlocking {Talent}: {Evaluation} of a tablet-based {Masamu} intervention in a {Malawian} {Primary} {School}}, url = {https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf}, urldate = {2014-09-03}, author = {Pitchford, Nicola}, month = feb, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 257089:UREFT76P}, } @article{noauthor_unmasking_nodate, title = {Unmasking {The} {Pyramid} {Kings}}, url = {https://www.bbc.co.uk/news/av/world-africa-54750044}, abstract = {Behind the promises and the hype, Crowd1 hides some ugly truths, some wealthy scammers, and a whole pyramid of lies.}, language = {en-GB}, urldate = {2020-11-08}, journal = {BBC News}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIER2EET}, } @misc{noauthor_unmasking_nodate, title = {Unmasking the {Pyramid} {Kings}: {Crowd1} scam targets {Africa} - {BBC} {Africa} {Eye} documentary}, shorttitle = {Unmasking the {Pyramid} {Kings}}, url = {https://www.youtube.com/watch?v=M0EjjArvzXA&list=PLajyiGz4JeyO2qgCvioQO-BzP1XCajJqt&index=1&t=12s}, abstract = {Africa Eye brings you original, investigative journalism revealing secrets and rooting out injustice in the world’s most complex and exciting continent. Nothing stays hidden forever.}, urldate = {2020-11-08}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q263LVYT}, } @misc{soares_unpacking_2018, title = {Unpacking {PLCs}: {What} evidence do we have about professional learning communities and how can we produce more?}, shorttitle = {Unpacking {PLCs}}, url = {https://researchforevidence.fhi360.org/unpacking-plcs-evidence-professional-learning-communities-can-produce}, abstract = {In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria.}, language = {en-US}, urldate = {2021-03-12}, journal = {R\&E Search for Evidence}, author = {Soares, Fernanda and Galisson, Kirsten}, month = may, year = {2018}, note = {Section: Uncategorized}, } @misc{unesco_unpacking_2017, title = {Unpacking {Sustainable} {Development} {Goal} 4: {Education} 2030}, url = {https://www.campaignforeducation.org/wp-content/uploads/2018/07/SDG4.pdf}, language = {en}, urldate = {2021-04-14}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:922GAFMZ 2486141:6Y49SBHV}, } @article{balducci_unstructured_2018, title = {Unstructured data in marketing}, volume = {46}, doi = {10.1007/s11747-018-0581-x}, language = {en}, number = {4}, journal = {Journal of the Academy of Marketing Science}, author = {Balducci, B and Marinova, D}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2129771:2CA8BCWE 2129771:UWJSVBLQ 2405685:RTNHA8JP 2486141:GRQZTIKQ}, pages = {557--590}, } @article{haidar_unsupervised_2015, title = {Unsupervised language model adaptation using {LDA}-based mixture models and latent semantic marginals}, volume = {29}, url = {https://www.sciencedirect.com/science/article/pii/S0885230814000606?casa_token=f48AzfOSK3QAAAAA:OBUb7DqpL5yz36vrwW9GgrgISimeRQrBp53bg44B0bUPxl80f4kr3-tqZO-_Ryi-kuHHi-nzJZs}, doi = {10.1016/j.csl.2014.06.002}, number = {1}, urldate = {2024-02-23}, journal = {Computer Speech \& Language}, author = {Haidar, Md Akmal and O'Shaughnessy, Douglas}, year = {2015}, note = {Publisher: Elsevier}, pages = {20--31}, } @book{international_labour_office_upgrading_2012, address = {Geneva}, title = {Upgrading informal apprenticeship: a resource guide for {Africa}}, isbn = {978-92-2-125776-9 978-92-2-125777-6}, shorttitle = {Upgrading informal apprenticeship}, language = {en}, author = {{International Labour Office}}, year = {2012}, note = {OCLC: 793374144 KerkoCite.ItemAlsoKnownAs: 2129771:2RASZQ7X 2317526:NNDJQFHD}, } @incollection{swinton_urban_2018, title = {Urban {Education} {Technological} {Disparities}: {The} {Debilitating} {Impact} on {Our} {Students} for {Twenty}-{First} {Century} {Employment}}, shorttitle = {Urban {Education} {Technological} {Disparities}}, booktitle = {Computer-{Mediated} {Learning} for {Workforce} {Development}}, publisher = {IGI Global}, author = {Swinton, Angelia K. and Williams, Lauren Ashley}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WS5V7KR3}, keywords = {\_C:Saudi Arabia SAU, \_\_C:filed:1, \_\_C:scheme:1}, pages = {41--67}, } @article{silva-laya_urban_2020, title = {Urban poverty and education. {A} systematic literature review}, volume = {29}, issn = {1747-938X}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18305876}, doi = {10.1016/j.edurev.2019.05.002}, abstract = {This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors.}, language = {en}, urldate = {2022-04-05}, journal = {Educational Research Review}, author = {Silva-Laya, Marisol and D'Angelo, Natalia and García, Elda and Zúñiga, Laura and Fernández, Teresa}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.05.002 2129771:BFVNFGTQ}, keywords = {Academic achievement, Aspirations, Equity and access, School segregation, Urban poverty, \_genre:LR-literature\_review}, pages = {100280}, } @article{xiang_urban_2021, title = {Urban water resource management for sustainable environment planning using artificial intelligence techniques}, volume = {86}, url = {https://www.sciencedirect.com/science/article/pii/S0195925520307939}, doi = {10.1016/j.eiar.2020.106515}, urldate = {2024-02-24}, journal = {Environmental Impact Assessment Review}, author = {Xiang, Xiaojun and Li, Qiong and Khan, Shahnawaz and Khalaf, Osamah Ibrahim}, year = {2021}, note = {Publisher: Elsevier}, pages = {106515}, } @techreport{rti_international_usaidkenya_2014, title = {{USAID}/{Kenya} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Final} {Report}}, institution = {RTI International}, author = {RTI International}, month = jul, year = {2014}, note = {PRIMR-USAID (final) KerkoCite.ItemAlsoKnownAs: 2129771:ELH5JF8U 261495:QHFCGZVU}, } @techreport{piper_b_usaidkenya_2014, address = {USA}, title = {{USAID}/{Kenya} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Kisumu} {Information} and {Communication} {Technology} ({ICT}) {Intervention}. {Endline} {Report}.}, url = {https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664}, institution = {Research Triangle Institute (RTI)}, author = {{Piper, B.} and {Kwayumba, D.}}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 257089:JCXSW352}, } @article{noauthor_usaids_nodate, title = {{USAID}'s {Implementation} {Science} {Investment}: {Improving} {HIV} and {AIDS} {Programming} through the {Translation} of {Research} to {Practice}}, language = {en}, pages = {4}, } @incollection{oguge_use_2021, address = {Cham}, title = {Use and {Impact} of {Artificial} {Intelligence} on {Climate} {Change} {Adaptation} in {Africa}}, isbn = {978-3-030-45105-9 978-3-030-45106-6}, url = {https://link.springer.com/10.1007/978-3-030-45106-6_80}, abstract = {Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.}, language = {en}, urldate = {2024-02-24}, booktitle = {African {Handbook} of {Climate} {Change} {Adaptation}}, publisher = {Springer International Publishing}, author = {Rutenberg, Isaac and Gwagwa, Arthur and Omino, Melissa}, editor = {Oguge, Nicholas and Ayal, Desalegn and Adeleke, Lydia and Da Silva, Izael}, year = {2021}, doi = {10.1007/978-3-030-45106-6_80}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QETNHH33 2129771:UWQS9ERY}, pages = {1107--1126}, } @incollection{lawrie_use_2015, address = {New York, NY}, title = {Use {ICT} to provide access to content, professional development and professional learning communities ({Chapter} 7)}, copyright = {All rights reserved}, url = {http://www.ineesite.org/en/blog/new-publication-where-its-needed-most-quality-professional-development-for}, booktitle = {Where {It}’s {Needed} {Most}: {Quality} {Professional} {Development} for {All} {Teachers}.}, publisher = {Interagency Network for Education in Emergencies}, author = {Lawrie, James and Hennessy, S. and Haßler, Björn and Bhandigadi, Phalachandra}, editor = {Burns, M and Lawrie, James}, year = {2015}, note = {INEE KerkoCite.ItemAlsoKnownAs: 2129771:6JRLX38M}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{carroll_use_1996, title = {Use of invented algorithms by second graders in a reform mathematics curriculum}, volume = {15}, shorttitle = {Use of invented algorithms by second graders in a reform mathematics curriculum}, doi = {10.1016/s0732-3123(96)90011-5}, number = {2}, journal = {Journal of Mathematical Behavior}, author = {Carroll, W. M.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s0732-3123(96)90011-5 10/b5c69c 2129771:ZNSLUVLP 261495:BMHWEJ45}, pages = {137--150}, } @inproceedings{klubal_use_2018, title = {Use of mobile touch device for knowledge retention}, volume = {2040}, doi = {10.1063/1.5079080}, booktitle = {{AIP} {Conference} {Proceedings}}, publisher = {AIP Publishing}, author = {Klubal, Libor and Kostolányová, Kateřina}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1063/1.5079080 10/gf62hp 2129771:AFXI4QT2}, keywords = {\_\_C:filed:1}, pages = {030017}, } @article{khalid_use_2019, title = {Use of remedial teaching approaches for dyslexic students: {Experiences} of remedial teachers working in urban {Pakistan}}, volume = {6}, issn = {23311908 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062606728&doi=10.1080%2f23311908.2019.1580181&partnerID=40&md5=60ee5e8974ef1e96d6f8fcea332afc05}, doi = {10.1080/23311908.2019.1580181}, abstract = {The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.}, language = {English}, number = {1}, journal = {Cogent Psychology}, author = {Khalid, M. and Anjum, G.}, year = {2019}, note = {Publisher: Cogent OA KerkoCite.ItemAlsoKnownAs: 10.1080/23311908.2019.1580181 2129771:SJUHF9HT 2339240:T39QY6L4 2486141:3RR5HUGL}, keywords = {LMIC, Orton-Gillingham approach, SEN, Special education and, \_AcademicRecoveryOECS, assessment and implementation, behavioral problems, challenges faced in remedial teaching, dyslexia in Pakistan, effective teaching approaches for dyslexia}, } @techreport{goodwin_k_use_2012, title = {Use of tablet technology in the classroom.}, institution = {NSW Department of Education and Communities}, author = {{Goodwin, K.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 257089:WUXAHI8Z}, } @article{sunday_use_2021, title = {Use of {Twitter} {Technology} in {Educational} {Learning}}, volume = {20}, language = {en}, number = {2}, journal = {The Turkish Online Journal of Educational Technology}, author = {Sunday, Ajibo Anthony}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:L7FAMQE9}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, } @inproceedings{kadzamira_user_2008, address = {Geneva}, title = {User fees in {Primary} {Education} in {Malawi}}, language = {en}, booktitle = {{UNCTAD} {Expert} meeting on {Universal} {Access} to {Services}}, author = {Kadzamira, Esme}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3J2L72DH 4752638:2Q9PRR2N 4752638:AK9FK96Y}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{mcburnie_user_2023, type = {{EdTech} {Fellowship}}, title = {User {Journey} {Mapping} and {Ideation}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/HEFZPBXX}, abstract = {This resource is an output of the Open Development \& Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.}, language = {en}, number = {11}, institution = {Open Development \& Education}, author = {McBurnie, Chris and Hassan, Mustafa Syed and Moustafa, Nariman and Walker, Hannah and Lurvink, Anne-Fleur and Macharia, Grace and Haßler, Björn}, year = {2023}, doi = {10.53832/opendeved.1009}, note = {ZenodoArchiveID: 8386685 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1009 ZenodoArchiveConcept: 8386684}, keywords = {\_comingsoon, \_r:AddedByMyEducationEvidence}, } @article{ramiel_user_2019, title = {User or student: constructing the subject in {Edtech} incubator}, volume = {40}, issn = {0159-6306, 1469-3739}, shorttitle = {User or student}, url = {https://www.tandfonline.com/doi/full/10.1080/01596306.2017.1365694}, doi = {10.1080/01596306.2017.1365694}, language = {en}, number = {4}, urldate = {2023-01-15}, journal = {Discourse: Studies in the Cultural Politics of Education}, author = {Ramiel, Hemy}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01596306.2017.1365694 2129771:PP8WS99G 4426965:7SNVUMN3 4426965:RRGS76FT}, keywords = {Stefanie}, pages = {487--499}, } @article{kim_using_2019, title = {Using a {Sequential} {Multiple} {Assignment} {Randomized} {Trial} ({SMART}) to {Develop} an {Adaptive} {K}–2 {Literacy} {Intervention} {With} {Personalized} {Print} {Texts} and {App}-{Based} {Digital} {Activities}}, volume = {5}, issn = {2332-8584}, url = {https://doi.org/10.1177/2332858419872701}, doi = {10.1177/2332858419872701}, abstract = {This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26\% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.}, language = {en}, number = {3}, urldate = {2022-12-21}, journal = {AERA Open}, author = {Kim, James S. and Asher, Catherine A. and Burkhauser, Mary and Mesite, Laura and Leyva, Diana}, month = jul, year = {2019}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/2332858419872701 2129771:JZVT248T 4426965:ZRF7Z832}, pages = {2332858419872701}, } @techreport{hasler_using_2024, type = {Working paper}, title = {Using {AI} to {Automate} {Literature} {Reviews}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BVD8JX7V}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Hassan, Mustafa and Klune, Christopher}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1003}, note = {ZenodoArchiveID: 10529049 ZenodoArchiveConcept: 10529048 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 2129771:JC66TBWQ 2405685:BVD8JX7V}, keywords = {\_forthcoming, \_r:AddedByMyEducationEvidence, coming soon}, } @article{luccioni_using_2021, title = {Using artificial intelligence to visualize the impacts of climate change}, volume = {41}, url = {https://ieeexplore.ieee.org/abstract/document/9325146/}, doi = {10.1109/MCG.2020.3025425}, number = {1}, urldate = {2024-02-24}, journal = {IEEE Computer Graphics and Applications}, author = {Luccioni, Alexandra and Schmidt, Victor and Vardanyan, Vahe and Bengio, Yoshua}, year = {2021}, note = {Publisher: IEEE}, pages = {8--14}, } @techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using blended learning to support marginalised adolescent girls’ education: a review of the evidence}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3952069}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, F: Helpdesk response, H:Blended learning, L:Gender and education, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Nigeria NGA, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence}, } @article{penuel_using_nodate, title = {Using {Co}-{Design} to {Test} and {Refine} a {Model} for {Three}-{Dimensional} {Science} {Curriculum}}, language = {en}, author = {Penuel, Bill}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZUCNVDVW}, keywords = {⛔ No DOI found}, } @misc{smith_using_2022, title = {Using {DeepSpeed} and {Megatron} to {Train} {Megatron}-{Turing} {NLG} {530B}, {A} {Large}-{Scale} {Generative} {Language} {Model}}, url = {http://arxiv.org/abs/2201.11990}, doi = {10.48550/arXiv.2201.11990}, abstract = {Pretrained general-purpose language models can achieve state-of-the-art accuracies in various natural language processing domains by adapting to downstream tasks via zero-shot, few-shot and fine-tuning techniques. Because of their success, the size of these models has increased rapidly, requiring high-performance hardware, software, and algorithmic techniques to enable training such large models. As the result of a joint effort between Microsoft and NVIDIA, we present details on the training of the largest monolithic transformer based language model, Megatron-Turing NLG 530B (MT-NLG), with 530 billion parameters. In this paper, we first focus on the infrastructure as well as the 3D parallelism methodology used to train this model using DeepSpeed and Megatron. Next, we detail the training process, the design of our training corpus, and our data curation techniques, which we believe is a key ingredient to the success of the model. Finally, we discuss various evaluation results, as well as other interesting observations and new properties exhibited by MT-NLG. We demonstrate that MT-NLG achieves superior zero-, one-, and few-shot learning accuracies on several NLP benchmarks and establishes new state-of-the-art results. We believe that our contributions will help further the development of large-scale training infrastructures, large-scale language models, and natural language generations.}, urldate = {2024-02-24}, publisher = {arXiv}, author = {Smith, Shaden and Patwary, Mostofa and Norick, Brandon and LeGresley, Patrick and Rajbhandari, Samyam and Casper, Jared and Liu, Zhun and Prabhumoye, Shrimai and Zerveas, George and Korthikanti, Vijay and Zhang, Elton and Child, Rewon and Aminabadi, Reza Yazdani and Bernauer, Julie and Song, Xia and Shoeybi, Mohammad and He, Yuxiong and Houston, Michael and Tiwary, Saurabh and Catanzaro, Bryan}, month = feb, year = {2022}, note = {arXiv:2201.11990 [cs]}, keywords = {Computer Science - Computation and Language}, } @article{getenet_using_2019, title = {Using design-based research to bring partnership between researchers and practitioners}, volume = {61}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2019.1677168}, doi = {10.1080/00131881.2019.1677168}, abstract = {Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.}, number = {4}, urldate = {2019-12-10}, journal = {Educational Research}, author = {Getenet, Seyum}, month = oct, year = {2019}, note = {EdTechHub.Source: 2405685:SXE25TP7 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7}, keywords = {Design-based research, evidence-informed practice, practice, practitioners, professional development, teacher education}, pages = {482--494}, } @incollection{hennessy_using_2012, address = {London}, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, shorttitle = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, booktitle = {Millennium {Goals} {Revisited}: {A} {Common} {Wealth} of {Learning}}, publisher = {Routledge}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G.}, editor = {MacBeath, J. and Younger, M. and Sugrue, C.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @incollection{hennessy_using_2016, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, url = {https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13}, abstract = {This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.}, language = {en}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:teacher education, P:teachers, Q:ICT, Q:OER, Q:digital technology, Q:interactive, Q:interactive pedagogy, Q:open educational resources, Q:primary education, R:evaluation, T:Classroom teaching, Z:ICT in education, Z:Intervention evaluation, Z:Primary education, Z:Teacher education, publicImportV1}, } @article{dalby_using_2018, title = {Using digital technology to enhance formative assessment in mathematics classrooms}, volume = {50}, doi = {10.1111/bjet.12606}, number = {2}, journal = {British Journal of Educational Technology}, author = {Dalby, Diane and Swan, Malcolm}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12606 2129771:LSCAUXJ2 2129771:Q8TBVWLR 2129771:UJHPHNP7}, keywords = {\_C:Netherlands NLD, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {832--845}, } @techreport{stringer_using_2019, address = {London, UK}, type = {Guidance {Report}}, title = {Using digital technology to improve learning}, url = {https://educationendowmentfoundation.org.uk/public/files/Publications/digitalTech/EEF_Digital_Technology_Guidance_Report.pdf}, language = {English}, urldate = {2020-11-24}, institution = {Education Endowment Foundation}, author = {Stringer, Eleanor and Lewin, Cathy and Coleman, Robbie}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VNC5FJBM 2486141:JV4TL7X7}, keywords = {\_Added to LR, \_T:reviewed}, } @techreport{lewin_using_2019, title = {Using {Digital} {Technology} to {Improve} {Learning}: {Evidence} {Review}}, url = {https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Using_Digital_Technology_to_Improve_learning_Evidence_Review.pdf?v=1698320282}, urldate = {2023-10-26}, institution = {Education Endowment Foundation}, author = {Lewin, Cathy and Smith, Andrew and Morris, Stephen and Craig, Elaine}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YPM38BW9 2486141:8DF29975}, } @techreport{koomar_using_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, language = {EN}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, note = {EdTechHub.Source: 2405685:HLCYI98H KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 2129771:FCNVWJUI 2129771:FYPWV8NM 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H DOI:}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Bangladesh BGD, \_C:Burkina Faso BFA, \_C:Chad TCD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:France FRA, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Sierra Leone SLE, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Yemen YEM, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{koomar_using_2020, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, shorttitle = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}}, url = {https://docs.edtechhub.org/lib/FS4CMYUB}, urldate = {2024-03-05}, institution = {EdTech Hub}, author = {Koomar, Saalim and Blest, Harriet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:EK3RTX6F}, keywords = {Final\_citation}, } @techreport{korin_using_2021, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Learning} {Remotely} in the {Early} {Years}. {Rapid} {Literature} {Review} of {Evidence} from the {Global} {Response} to {Covid}-19.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTQ64R3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Korin, Astrid}, month = may, year = {2021}, doi = {10.5281/zenodo.4746391}, doi = {10.5281/zenodo.4746391}, note = {previousDOI: 10.5281/zenodo.4664510 zotzenLib.CopiedFrom: 2405685:RTQ64R3P KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2129771:RTW79DEP 2339240:CJNJNHNU 2405685:RTQ64R3P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_genre:LR-literature\_review, \_r:AddedByZotZen, \_zenodoETH}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, number = {4}, institution = {EdTech Hub}, author = {Coflan, Caitlin Moss and Kaye, Thomas}, month = mar, year = {2020}, doi = {10.5281/zenodo.3744581}, note = {EdTechHub.Source: 2405685:2WY8H4WW KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3744581 2129771:QEIBUIQH 2405685:2WY8H4WW 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:GG9HHSDL}, keywords = {L:Special education needs and disabilities (SEND), LP: English, \_C:Brazil BRA, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:Spain ESP, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, title = {Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries}, language = {en}, institution = {Zenodo}, author = {Coflan, Caitlin Moss and Kaye, Tom}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:6XUPH2D6}, keywords = {Final\_citation, cited, existing}, } @techreport{ricardo_using_2020, title = {Using educational transitions to estimate learning loss due to {Covid}-19 school closures}, url = {https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf}, urldate = {2020-08-12}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Ricardo, Sabates and Carter, Emma and Stern, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSI5VXJ8 2405685:HDX7BXC3}, keywords = {\_COVID\_DEAA-List}, } @article{sabates_using_2021, title = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures: {The} case of {Complementary} {Basic} {Education} in {Ghana}}, volume = {82}, issn = {0738-0593}, shorttitle = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000304}, doi = {10.1016/j.ijedudev.2021.102377}, abstract = {Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 \% of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Development}, author = {Sabates, Ricardo and Carter, Emma and Stern, Jonathan M. B.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2129771:GJKUCPKG}, keywords = {COVID-19 school closure, Equity, Ghana, Learning, Literacy, Numeracy}, pages = {102377}, } @article{touw_using_2019, title = {Using electronic technology in the dynamic testing of young primary school children: predicting school achievement}, volume = {67}, shorttitle = {Using electronic technology in the dynamic testing of young primary school children}, doi = {10.1007/s11423-019-09655-6}, number = {2}, journal = {Educational Technology Research and Development}, author = {Touw, Kirsten WJ and Vogelaar, Bart and Bakker, Merel and Resing, Wilma CM}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09655-6 10/gf62gs 2129771:8L67ZYJJ 2129771:K8MADQWM}, keywords = {\_\_C:filed:1}, pages = {443--465}, } @incollection{brown_using_2022, title = {Using {Evidence}-{Informed} {Practice} in {Primary} {School} {Improvement} in an {Under}-{Achieving} {School} {System}: {A} {Case} {Study} in {Sierra} {Leone}}, isbn = {978-1-80043-142-3 978-1-80043-141-6}, shorttitle = {Using {Evidence}-{Informed} {Practice} in {Primary} {School} {Improvement} in an {Under}-{Achieving} {School} {System}}, url = {https://www.emerald.com/insight/content/doi/10.1108/978-1-80043-141-620221044/full/html}, urldate = {2022-12-24}, booktitle = {The {Emerald} {Handbook} of {Evidence}-{Informed} {Practice} in {Education}}, publisher = {Emerald Publishing Limited}, author = {Mason, Miriam and Galloway, David}, editor = {Brown, Chris and Malin, Joel R.}, month = jan, year = {2022}, doi = {10.1108/978-1-80043-141-620221044}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/978-1-80043-141-620221044 4869029:G8NLIA2X}, pages = {375--388}, } @misc{knight_using_2020, title = {Using evidence to help build and evaluate good ideas in education technology}, url = {https://www.aare.edu.au/blog/?p=5259}, abstract = {As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s…}, language = {en-US}, urldate = {2023-01-20}, journal = {EduResearch Matters}, author = {Knight, Simon and Moeini, Anissa and Clark-Wilson, Alison}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AV2AFZLH 4426965:8UQEIZH4}, } @inproceedings{waistell_using_2019, title = {Using examination and learning assessment data to uncover foundational skill gaps in {Sierra} {Leone}’s secondary schools}, booktitle = {Education technology and data science for inclusive systems}, author = {Waistell, Daniel and De, Sourovi and Ofori Owusu, Diana and Allen, Reg and Sanni, Kayode and Dupigny, Albert}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DDMJMXGM 2405685:J8IWHLVQ}, keywords = {\_C:Sierra Leone SLE, ⛔ No DOI found}, } @inproceedings{melsion_using_2021, address = {Athens Greece}, title = {Using {Explainability} to {Help} {Children} {UnderstandGender} {Bias} in {AI}}, isbn = {978-1-4503-8452-0}, url = {https://dl.acm.org/doi/10.1145/3459990.3460719}, doi = {10.1145/3459990.3460719}, language = {en}, urldate = {2024-02-24}, booktitle = {Interaction {Design} and {Children}}, publisher = {ACM}, author = {Melsión, Gaspar Isaac and Torre, Ilaria and Vidal, Eva and Leite, Iolanda}, month = jun, year = {2021}, pages = {87--99}, } @article{conklin_using_2016, title = {Using eye-tracking in applied linguistics and second language research}, volume = {32}, issn = {0267-6583, 1477-0326}, url = {http://journals.sagepub.com/doi/10.1177/0267658316637401}, doi = {10.1177/0267658316637401}, abstract = {With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues.}, language = {en}, number = {3}, urldate = {2024-03-01}, journal = {Second Language Research}, author = {Conklin, Kathy and Pellicer-Sánchez, Ana}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0267658316637401 4804264:TCRA8A6R}, keywords = {Final\_citation}, pages = {453--467}, } @article{shepard_using_nodate, title = {Using {Formative} {Assessment} to {Create} {Coherent} and {Equitable} {Assessment} {Systems}}, language = {en}, author = {Shepard, Lorrie A and Penuel, William R and Davidson, Kristen}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QB75NCGY}, keywords = {⛔ No DOI found}, } @article{lloyd_using_2020, title = {Using {GIS} and {Machine} {Learning} to {Classify} {Residential} {Status} of {Urban} {Buildings} in {Low} and {Middle} {Income} {Settings}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2072-4292/12/23/3847}, doi = {10.3390/rs12233847}, abstract = {Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85\% and 93\% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery.}, language = {en}, number = {23}, urldate = {2021-03-18}, journal = {Remote Sensing}, author = {Lloyd, Christopher T. and Sturrock, Hugh J. W. and Leasure, Douglas R. and Jochem, Warren C. and Lázár, Attila N. and Tatem, Andrew J.}, month = jan, year = {2020}, note = {Number: 23 Publisher: Multidisciplinary Digital Publishing Institute}, keywords = {building classification, building footprint, machine learning, residential, superlearner}, pages = {3847}, } @incollection{roosaare_using_2012, title = {Using {GIS} and spatial modelling to support school network planning in {Estonia}}, isbn = {978-1-78100-712-9}, abstract = {A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia}, author = {Roosaare, Jüri and Sepp, Edgar}, month = jan, year = {2012}, doi = {10.4337/9781781007129.00011}, keywords = {\_C:Austria AUT, \_C:Estonia EST, \_C:France FRA, \_C:Germany DEU, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:State of Palestine PSE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {95--108}, } @book{latchem_using_2017, title = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, shorttitle = {{ICT} transforming {TVET}}, url = {http://unesdoc.unesco.org/images/0024/002474/247495e.pdf}, language = {en}, publisher = {UNESCO; COL}, author = {Latchem, Colin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TG8CQVSN 2317526:KKUAMAI5}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, HDR25, publicImportV1}, } @misc{noauthor_using_nodate, title = {Using implementation science to support the implementation of interventions in real world contexts {\textbar} {Self}-evaluation {\textbar} {National} {Improvement} {Hub}}, url = {https://education.gov.scot/improvement/self-evaluation/using-implementation-science-to-support-the-implementation-of-interventions-in-real-world-contexts/}, urldate = {2022-09-26}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YIGB9PP5}, } @article{hannan_using_2015, title = {Using improvement science to better support beginning teachers: {The} case of the building a teaching effectiveness network}, volume = {66}, shorttitle = {Using improvement science to better support beginning teachers}, doi = {10.1177/0022487115602126}, number = {5}, journal = {Journal of Teacher Education}, author = {Hannan, Maggie and Russell, Jennifer Lin and Takahashi, Sola and Park, Sandra}, year = {2015}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA}, pages = {494--508}, } @techreport{mcburnie_using_2020, title = {Using {Interactive} {Radio} {Instruction} to {Mitigate} the {Educational} {Impact} of {Covid}-19: {A} curated resource list}, shorttitle = {Using {Interactive} {Radio} {Instruction} to {Mitigate} the {Educational} {Impact} of {Covid}-19}, language = {EN}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:Y8CEB3LK}, keywords = {Final\_citation, cited, existing}, } @techreport{mcburnie_using_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using {Interactive} {Radio} {Instruction} to mitigate the educational impact of {COVID}-19: a curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {6}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.3762228}, note = {EdTechHub.Source: 2405685:A3T2DQ4D EdTechHub.Source: 2405685:A3T2DQ4D KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 2129771:QQWNSYJR 2129771:U4Q6CU8B 2339240:45F2G56T 2405685:A3T2DQ4D 2405685:WB97BS9V}, keywords = {Author:OpenDevEd, COV:COVID and reopening of schools, F: Helpdesk response, H:Radio, LP: English, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{miller_using_2013, title = {Using {iPads} to teach inquiry science to students with a moderate to severe intellectual disability: {A} pilot study}, volume = {50}, doi = {10.1002/tea.21091}, number = {8}, journal = {Journal of Research in Science Teaching}, author = {Miller, Bridget T and Krockover, Gerald H and Doughty, Teresa}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21091 10/f49bvb 2129771:3WBKZA9Z 257089:R9FD8XMH}, pages = {887--911}, } @book{ashwin_using_2023, title = {Using {Large} {Language} {Models} for {Qualitative} {Analysis} can {Introduce} {Serious} {Bias}}, url = {https://openknowledge.worldbank.org/handle/10986/40580}, language = {en}, urldate = {2023-11-23}, publisher = {World Bank Washington, DC}, author = {Ashwin, Julian and Chhabra, Aditya and Rao, Vijayendra}, month = nov, year = {2023}, doi = {10.1596/1813-9450-10597}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10597 2486141:TNAS2ULG}, } @article{wu_using_2020, title = {Using {Live} {Video} {Streaming} in {Online} {Tutoring}: {Exploring} {Factors} {Affecting} {Social} {Interaction}}, volume = {36}, issn = {1044-7318}, shorttitle = {Using {Live} {Video} {Streaming} in {Online} {Tutoring}}, url = {https://doi.org/10.1080/10447318.2019.1706288}, doi = {10.1080/10447318.2019.1706288}, abstract = {The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.}, number = {10}, urldate = {2022-12-27}, journal = {International Journal of Human–Computer Interaction}, author = {Wu, Man and Gao, Qin}, month = jun, year = {2020}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/10447318.2019.1706288 KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2019.1706288 4804264:5WUHJDRY}, keywords = {Final\_citation, cited, existing}, pages = {964--977}, } @article{cheng_using_2018, title = {Using machine learning to advance synthesis and use of conservation and environmental evidence}, volume = {32}, issn = {1523-1739}, url = {https://conbio.onlinelibrary.wiley.com/doi/abs/10.1111/cobi.13117}, doi = {10.1111/cobi.13117}, abstract = {Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.}, number = {4}, urldate = {2020-09-11}, journal = {Conservation Biology}, author = {Cheng, S. H. and Augustin, C. and Bethel, A. and Gill, D. and Anzaroot, S. and Brun, J. and DeWilde, B. and Minnich, R. C. and Garside, R. and Masuda, Y. J. and Miller, D. C. and Wilkie, D. and Wongbusarakum, S. and McKinnon, M. C.}, year = {2018}, note = {\_eprint: https://conbio.onlinelibrary.wiley.com/doi/pdf/10.1111/cobi.13117 KerkoCite.ItemAlsoKnownAs: 10.1111/cobi.13117 2129771:J3CYENW2}, pages = {762--764}, } @article{davenport_using_2021, title = {Using {Machine} {Learning} to {Analyze} {Physical} {Causes} of {Climate} {Change}: {A} {Case} {Study} of {U}.{S}. {Midwest} {Extreme} {Precipitation}}, volume = {48}, issn = {0094-8276, 1944-8007}, shorttitle = {Using {Machine} {Learning} to {Analyze} {Physical} {Causes} of {Climate} {Change}}, url = {https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2021GL093787}, doi = {10.1029/2021GL093787}, abstract = {Abstract While global warming has generally increased the occurrence of extreme precipitation, the physical mechanisms by which climate change alters regional and local precipitation extremes remain uncertain, with debate about the role of changes in the atmospheric circulation. We use a convolutional neural network (CNN) to analyze large‐scale circulation patterns associated with U.S. Midwest extreme precipitation. The CNN correctly identifies 91\% of observed precipitation extremes based on daily sea level pressure and 500‐hPa geopotential height anomalies. There is evidence of increasing frequency of extreme precipitation circulation patterns (EPCPs) over the past two decades, although frequency changes are insignificant over the past four decades. Additionally, we find that moisture transport and precipitation intensity during EPCPs have increased. Our approach, which uses deep learning visualization to understand how the CNN predicts EPCPs, advances machine learning as a tool for providing insight into physical causes of changing extremes, potentially reducing uncertainty in future projections. , Plain Language Summary Extreme precipitation and flooding cause widespread impacts on human society. While global warming has increased the occurrence of these damaging events, there is still uncertainty about how climate change will affect precipitation and flooding, making it difficult to adequately prepare for future hazards. We use machine learning to understand why extreme precipitation is becoming more common in the U.S. Midwest by analyzing the atmospheric circulation patterns during extreme precipitation events. Our results show that there is heavier precipitation when extreme precipitation patterns occur, but the patterns themselves have not changed significantly in frequency over the past four decades. Our method could be used to better understand changes in extreme events in the Midwest and in other regions of the world. , Key Points We use a neural network to predict extreme precipitation from daily sea level pressure and 500‐hPa geopotential height fields Increasing Midwest extreme precipitation is linked to increasing moisture transport and precipitation during specific circulation patterns Our method is generalizable to studying how climate change affects the physical causes of various types of extreme events in other regions}, language = {en}, number = {15}, urldate = {2024-02-24}, journal = {Geophysical Research Letters}, author = {Davenport, Frances V. and Diffenbaugh, Noah S.}, month = aug, year = {2021}, keywords = {\_z:no\_pdf}, pages = {e2021GL093787}, } @article{ogorman_using_2018, title = {Using {Machine} {Learning} to {Parameterize} {Moist} {Convection}: {Potential} for {Modeling} of {Climate}, {Climate} {Change}, and {Extreme} {Events}}, volume = {10}, issn = {1942-2466, 1942-2466}, shorttitle = {Using {Machine} {Learning} to {Parameterize} {Moist} {Convection}}, url = {https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2018MS001351}, doi = {10.1029/2018MS001351}, abstract = {Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment}, language = {en}, number = {10}, urldate = {2024-02-24}, journal = {Journal of Advances in Modeling Earth Systems}, author = {O'Gorman, Paul A. and Dwyer, John G.}, month = oct, year = {2018}, pages = {2548--2563}, } @article{swaffield_using_2013, series = {13th {International} {Educational} {Technology} {Conference}}, title = {Using {Mobile} {Phone} {Texting} to {Support} the {Capacity} of {School} {Leaders} in {Ghana} to {Practise} {Leadership} for {Learning}}, volume = {103}, issn = {1877-0428}, url = {https://www.sciencedirect.com/science/article/pii/S1877042813039049}, doi = {10.1016/j.sbspro.2013.10.459}, abstract = {Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.}, language = {en}, urldate = {2021-03-15}, journal = {Procedia - Social and Behavioral Sciences}, author = {Swaffield, Sue and Jull, Stephen and Ampah-Mensah, Alfred}, month = nov, year = {2013}, keywords = {Ghana, Leadership for Learning, SMS, headteachers, mobile phone, professional development, school leaders, text messages}, pages = {1295--1302}, } @techreport{konayuma_using_2013, type = {Working {Paper}}, title = {Using {Open} and {Educational} {Resources} ({OERs}) and {Wiki}’s to {Support} {Entrepreneurship} {Training} in {Technical} and {Vocational} {Education} and {Training} ({TVET}) {Institutions} in {Zambia}}, url = {http://dspace.col.org/handle/11599/1835}, language = {en}, author = {Konayuma, G}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:Improvement, F:access, F:bandwidth, F:policy, Q:ICT, Q:ODEL, Q:OER, Q:digital technology, Q:educational technology, Q:open education, Q:open educational resources, Q:open learning, T:Ausbildung, T:TVET, T:Training, T:trainee, publicImportV1}, } @article{farrow_using_2019, title = {Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children}, volume = {141}, doi = {10.1016/j.appet.2019.104327}, journal = {Appetite}, author = {Farrow, Claire and Belcher, Esme and Coulthard, Helen and Thomas, Jason M. and Lumsden, Joanna and Hakobyan, Lilit and Haycraft, Emma}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.appet.2019.104327 2129771:X9TFETZW}, keywords = {\_\_C:filed:1}, pages = {104327}, } @techreport{nesta_using_2016, title = {Using research evidence - {A} practice guide}, url = {https://media.nesta.org.uk/documents/Using_Research_Evidence_for_Success_-_A_Practice_Guide.pdf}, urldate = {2023-01-20}, author = {{Nesta}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PQWZWPZC 4426965:MAJQGCZ5}, } @article{hochberg_using_2018, title = {Using {Smartphones} as {Experimental} {Tools}—{Effects} on {Interest}, {Curiosity}, and {Learning} in {Physics} {Education}}, doi = {10.1007/s10956-018-9731-7}, journal = {Journal of Science Education and Technology}, author = {Hochberg, Katrin and Kuhn, Jochen and Müller, Andreas}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-018-9731-7 10/gdm2tt 2129771:TLEYJXKD 2129771:XJWRK493}, keywords = {\_\_C:filed:1}, pages = {1--19}, } @article{shohel_using_2012, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, doi = {10.1080/17439884.2012.671177}, number = {4}, journal = {Learning, Media and Technology}, author = {Shohel, M. Mahruf C. and Kirkwood, Adrian}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 4804264:AWATCHA8}, keywords = {Final\_citation, cited, existing}, } @misc{carlson_using_2013, title = {​{Using} technology to deliver educational services to children and youth in environments affected by crisis and/or conflict}, publisher = {USAID}, author = {Carlson, , S}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QXEQGWPC}, } @techreport{carlson_using_2013, type = {{JBS} {International}}, title = {Using {Technology} to {Deliver} {Educational} {Services} to {Children} and {Youth} in {Environments} {Affected} by {Crisis} and/or {Conflict}}, language = {en}, institution = {USAID}, author = {Carlson, Samuel}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7JL9QJWW 2129771:MG3U6Y57 2339240:6M4YIDMP 2339240:MFVCNPSC 2339240:WDV6QU5C 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 4803016:8KXS5F5P}, keywords = {Screened, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {41}, } @techreport{mcburnie_using_2022, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, shorttitle = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6Y9XNNMV 2129771:9LSPJG52 2486141:AEED5965}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE}, } @techreport{mcburnie_using_2022, type = {{HLR3} {Output}}, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAZQRPA7}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, doi = {10.5281/zenodo.6497554}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @book{darling-hammond_using_2014, address = {Washington, DC}, title = {Using {Technology} to {Support} {At}-{Risk} {Students}’ {Learning}}, language = {en}, publisher = {Alliance for Excellent Education}, author = {Darling-Hammond, Linda and Zielezinski, Molly and goldman, shelley}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CABN475T 4804264:X9ZKYFXK}, keywords = {Final\_citation, anystyle, existing}, } @misc{beoku-betts_using_2022, title = {Using technology to support teacher continuous professional development in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/}, author = {Beoku-Betts, Iman and Plaut, Daniel and Tanweer, Rabia}, month = aug, year = {2022}, } @article{uzum_using_2020, title = {Using telecollaboration to promote intercultural competence in teacher training classrooms in {Turkey} and the {USA}}, volume = {32}, issn = {0958-3440, 1474-0109}, doi = {10.1017/S0958344019000235}, language = {en}, number = {2}, journal = {ReCALL}, author = {Üzüm, Babürhan and Akayoglu, Sedat and Yazan, Bedrettin}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 4804264:AHN7VRBQ}, keywords = {Final\_citation, cited, existing}, } @article{omara-eves_using_2015, title = {Using text mining for study identification in systematic reviews: a systematic review of current approaches}, volume = {4}, issn = {2046-4053}, shorttitle = {Using text mining for study identification in systematic reviews}, url = {https://doi.org/10.1186/2046-4053-4-5}, doi = {10.1186/2046-4053-4-5}, abstract = {The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.}, number = {1}, urldate = {2024-01-19}, journal = {Systematic Reviews}, author = {O’Mara-Eves, Alison and Thomas, James and McNaught, John and Miwa, Makoto and Ananiadou, Sophia}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2129771:DZXCPJ5W 2129771:TVQJAXYW 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8}, keywords = {Automation, Review efficiency, Screening, Study selection, Text mining}, pages = {5}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT}, keywords = {Lebanon\_event\_2021, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {92--99}, } @article{attanasio_using_2014, title = {Using the {Infrastructure} of a {Conditional} {Cash} {Transfer} {Program} to {Deliver} a {Scalable} {Integrated} {Early} {Child} {Development} {Program} in {Colombia}: {Cluster} {Randomized} {Controlled} {Trial}.}, volume = {349}, url = {https://doi.org/10.1136/bmj.g5785}, doi = {10.1136/bmj.g5785}, journal = {BMJ}, author = {Attanasio, Orazio P. and Fernández, Camila and Fitzsimons, Emla O.A. and Grantham-McGregor, Sally M. and Meghir, Costas and Rubio-Codina, Marta}, year = {2014}, pages = {5785}, } @techreport{wang_using_2023, title = {Using the {Robot} as a {Research} {Assistant}: {Research} {Design} {Using} {Generative} {AI}}, shorttitle = {Using the {Robot} as a {Research} {Assistant}}, url = {http://archive.nyu.edu/handle/2451/69528}, urldate = {2024-03-12}, institution = {NYU SPS Applied Analytics Laboratory}, author = {Wang, Shida}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 5440726:ZGE7IVEX}, } @book{hanushek_using_2010, title = {Using value-added measures of teacher quality}, publisher = {CALDER Brief}, author = {Hanushek, E.A. and Rivkin, S.G.}, year = {2010}, } @article{coles_using_2013, title = {Using video for professional development: the role of the discussion facilitator}, volume = {16}, issn = {1386-4416, 1573-1820}, shorttitle = {Using video for professional development}, url = {http://link.springer.com/10.1007/s10857-012-9225-0}, doi = {10.1007/s10857-012-9225-0}, abstract = {Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.}, language = {en}, number = {3}, urldate = {2021-05-30}, journal = {Journal of Mathematics Teacher Education}, author = {Coles, Alf}, month = jun, year = {2013}, pages = {165--184}, } @article{major_using_2018, title = {Using video to support in-service teacher professional development: the state of the field, limitations and possibilities}, volume = {27}, shorttitle = {Using video to support in-service teacher professional development}, url = {https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities}, doi = {10.1080/1475939x.2017.1361469}, language = {en}, number = {1}, journal = {Technology, Pedagogy and Education}, author = {Major, Louis and Watson, Steven}, year = {2018}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1361469 10/gdm2s8 2129771:49FQ6HGA 2129771:9TRYMUCV 2129771:L8SBAZPU 2129771:ZHFHJZTT 2405685:TKGRWCS3}, keywords = {C: International, \_\_C:filed:1}, pages = {49--68}, } @incollection{younie_using_2017, title = {Using {Web} 2.0 technologies to enhance learning and teaching}, booktitle = {Debates in {Computing} and {ICT} {Education}}, publisher = {Routledge}, author = {Younie, Sarah and Williams, Lawrence and Cych, Leon}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5G43XMXW 2129771:79HAU2M3 2129771:BP42BBKR}, keywords = {\_\_C:filed:1}, pages = {97--113}, } @article{biazus_uso_2019, title = {Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática}, volume = {32}, shorttitle = {Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares}, doi = {10.5902/1984686X33317}, journal = {Revista Educação Especial}, author = {Biazus, Graziela Ferreira and Rieder, Carlos Roberto Mello}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7}, keywords = {\_C:Austria AUT, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {69--1}, } @article{universidade_federal_de_brasilia_brasil_uso_2020, title = {Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática}, volume = {19}, issn = {1695288X}, shorttitle = {Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas}, url = {https://relatec.unex.es/article/view/3802}, doi = {10.17398/1695-288X.19.2.115}, number = {2}, urldate = {2021-05-08}, journal = {RELATEC Revista Latinoamericana de Tecnología Educativa}, author = {{Universidade Federal de Brasília (Brasil)} and Ferreira Borges, Flavio and Teixeira, Janaína Angelina and {Universidade de Brasília (Brasil)} and Osuna Acedo, Sara and {Universidad Nacional de Educación a Distancia (España)}}, year = {2020}, pages = {115--113}, } @article{kabugo_utilizing_2020, title = {Utilizing {Open} {Education} {Resources} to {Enhance} {Students}’ {Learning} {Outcomes} during the {COVID}-19 {Schools} {Lockdown}: {A} {Case} of {Kolibri} by {Selected} {Government} {Schools} in {Uganda}}, volume = {7}, copyright = {Copyright (c) 2020 David Kabugo}, issn = {2311-1550}, shorttitle = {Utilizing {Open} {Education} {Resources} to {Enhance} {Students}’ {Learning} {Outcomes} during the {COVID}-19 {Schools} {Lockdown}}, url = {https://jl4d.org/index.php/ejl4d/article/view/465}, abstract = {A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Kabugo, David}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7}, keywords = {COVID-19, Kolibri, Learning Outcomes, Utilizing Open Education Resources, ⛔ No DOI found}, pages = {447--458}, } @article{kabugo_utilizing_2020, title = {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}}, volume = {7}, shorttitle = {Utilizing {Open} {Education} {Resources} to {Enhance} {Students}' {Learning} {Outcomes} during the {COVID}-19 {Schools} {Lockdown}}, url = {https://eric.ed.gov/?id=EJ1280825}, doi = {10.56059/jl4d.v7i3.465}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-12-20}, journal = {Journal of Learning for Development}, author = {Kabugo, David}, year = {2020}, note = {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}, pages = {447--458}, } @techreport{national_industrial_training_authority_valid_2020, address = {Nigeria}, title = {Valid {Training} {Providers} ({Nigeria})}, author = {National Industrial Training Authority}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8WGSFI32 2317526:G6NA4TXB}, } @article{abba_validation_2022, title = {Validation of {Designbuilder} {Simulation} {Accuracy} {Using} {Field} {Measured} {Data} of {Indoor} {Air} {Temperature} in a {Classroom} {Building}}, volume = {7}, number = {27}, journal = {Management}, author = {Abba, Habu Yusuf and Majid, Roshida Abdul and Ahmed, Muhammad Hamdan and Gbenga, Olutobi}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {171--178}, } @article{penuel_validity_nodate, title = {Validity {Argument} for {Practical} {Measures} of {Student} {Experience} in {Project}}, language = {en}, author = {Penuel, Bill}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I5BXI5GV}, keywords = {⛔ No DOI found}, } @inproceedings{larsen_validity_2020, address = {Kristiansand, Norway}, title = {Validity in design science research}, doi = {10.1007/978-3-030-64823-7_25}, language = {en}, booktitle = {Proceedings of the {International} {Conference} on {Design} {Science} {Research} in {Information} {Systems} and {Technology}}, author = {Larsen, K. and Lukyanenko, R. and Muller, R.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-64823-7\_25 2129771:AGXAIAV4 2486141:HU58U5QD}, } @article{trinchero_valutazione_2018, title = {Valutazione formante per l’attivazione cognitiva. {Spunti} per un uso efficace delle tecnologie per apprendere in classe}, volume = {26}, number = {3}, journal = {Italian Journal of Educational Technology}, author = {Trinchero, Roberto}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:FZHU57FM}, keywords = {\_C:Australia AUS, \_C:Italy ITA, \_C:New Zealand NZL, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {40--55}, } @misc{noauthor_van--berg-spaull-2020-counting--cost-covid-19-children-and-schooling-15-june-2020-1pdf_nodate, title = {Van-der-{Berg}-{Spaull}-2020-{Counting}-the-{Cost}-{COVID}-19-{Children}-and-{Schooling}-15-{June}-2020-1.pdf}, url = {http://resep.sun.ac.za/wp-content/uploads/2020/06/Van-der-Berg-Spaull-2020-Counting-the-Cost-COVID-19-Children-and-Schooling-15-June-2020-1.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97JA3C2H}, } @inproceedings{tudunwada_vegetation_2012, address = {Tunisia}, title = {Vegetation {Change} {Detection} {Due} to {Anthropogenic} {Activities} in the {Falgore} {Game} {Reserve}, {Kano}, {Nigeria}}, language = {en}, booktitle = {Geotunis {Conference}, 6th {Session}, 26th}, publisher = {Tunisian Association of Digital Geographic Information, El-Gazala Pole}, author = {Tudunwada, I.Y.}, year = {2012}, keywords = {⛔ No DOI found}, } @misc{noauthor_vet_nodate, title = {{VET} {Toolbox} {\textbar} {Home}}, url = {https://www.vettoolbox.eu/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G4NXLTZX 2317526:K397VX5Y}, } @article{acevedo_vicarious_2014, title = {Vicarious {Resilience}: {An} {Exploration} of {Teachers} and {Children}’s {Resilience} in {Highly} {Challenging} {Social} {Contexts}}, volume = {23}, issn = {1092-6771, 1545-083X}, shorttitle = {Vicarious {Resilience}}, url = {http://www.tandfonline.com/doi/abs/10.1080/10926771.2014.904468}, doi = {10.1080/10926771.2014.904468}, abstract = {This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.}, language = {en}, number = {5}, urldate = {2020-07-25}, journal = {Journal of Aggression, Maltreatment \& Trauma}, author = {Acevedo, Victoria Eugenia and Hernandez-Wolfe, Pilar}, month = may, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS}, keywords = {HQ, LMIC, Latin America, Qual, Support, \_AcademicRecoveryOECS, \_\_C:filed:1, adult, article, children, consciousness, coping behavior, data analysis, education, equity and access, female, gender identity, human, human experiment, human relation, injury, interview, lowest income group, male, middle school, personal experience, primary school, recognition, resilience, small sample=21, social environment, teacher, trauma, vicarious resilience}, pages = {473--493}, } @article{david_video_2011, title = {Video as a tool for agricultural extension in {Africa}: a case study from {Ghana}}, abstract = {The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]}, language = {en}, journal = {International Journal of Education and Development using ICT}, author = {David, Soniia and Asamoah, Christopher}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:women, HDR25, P:agricultural, Q:distance learning, Q:educational technology, Q:interactive, R:case study, R:impact, R:survey, T:Training, T:trainee, Z:Agricultural education, Z:Cocoa, Z:Distance learning, Z:Educational technology, Z:Farmers, Z:Video, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{borko_video_2008, title = {Video as a tool for fostering productive discussions in mathematics professional development}, volume = {24}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X0600179X}, doi = {10.1016/j.tate.2006.11.012}, abstract = {This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.}, language = {en}, number = {2}, urldate = {2020-08-05}, journal = {Teaching and Teacher Education}, author = {Borko, Hilda and Jacobs, Jennifer and Eiteljorg, Eric and Pittman, Mary Ellen}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 2129771:A29SJWRW 2339240:HJGRG585 2405685:BWHR8RIX}, keywords = {C:United States, Mathematics education, Mathematics teachers, Professional development, Teacher learning, Video}, pages = {417--436}, } @article{noetel_video_2021, title = {Video {Improves} {Learning} in {Higher} {Education}: {A} {Systematic} {Review}}, volume = {91}, issn = {0034-6543}, shorttitle = {Video {Improves} {Learning} in {Higher} {Education}}, url = {https://doi.org/10.3102/0034654321990713}, doi = {10.3102/0034654321990713}, abstract = {Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Review of Educational Research}, author = {Noetel, Michael and Griffith, Shantell and Delaney, Oscar and Sanders, Taren and Parker, Philip and del Pozo Cruz, Borja and Lonsdale, Chris}, month = apr, year = {2021}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654321990713 2129771:DP396LQG}, keywords = {\_genre:LR-literature\_review, active learning, cognitive load, instructional design, multimedia, online learning}, pages = {204--236}, } @article{kamara_view_2020, title = {View of {Challenges} of {Teachers} on {Teaching} {Practice}: {A} {Case} {Study} of {Students} of {Freetown} {Teachers}’ {College} in {Sierra} {Leone} {\textbar} {Asian} {Journal} of {Interdisciplinary} {Research}}, url = {https://iorpress.org/journals/index.php/ajir/article/view/109/75}, doi = {10.34256/ajir2012}, urldate = {2020-07-15}, journal = {Asian Journal of Interdisciplinary Research}, author = {Kamara, Alhaji Bakar}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK}, keywords = {\_C:Sierra Leone SLE}, } @article{kearney_viewing_2012, title = {Viewing mobile learning from a pedagogical perspective.}, volume = {20}, doi = {10.3402/rlt.v20i0.14406}, number = {1}, journal = {Research in Learning Technology}, author = {Kearney, Matthew and Schuck, Sandra and Burden, Kevin and Aubusson, Peter}, year = {2012}, note = {00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP}, } @article{hyde_village_1996, title = {Village based schools in {Mangochi}: {Evaluation} report}, shorttitle = {Village based schools in {Mangochi}}, journal = {Centre for Educational Research and Training, University of Malawi, Zomba}, author = {Hyde, Karin AL and Kadzamira, Esme C. and Sichinga, Juliet C. and Chibwana, Mike P. and Ridker, Ronald G.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XXLXNGU9 4752638:2Q94MMEA 4752638:7XRXA6UF 4752638:L9F282MA 4752638:PU9L5J8P 4752638:TC7SQM9Y 4752638:U9TK4DF3 4752638:ZFNHX4J5}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{wandera_violence_2017, title = {Violence against children perpetrated by peers: {A} cross-sectional school-based survey in {Uganda}}, volume = {68}, shorttitle = {Violence against children perpetrated by peers}, doi = {10.1016/j.chiabu.2017.04.006}, journal = {Child Abuse \& Neglect}, author = {Wandera, Stephen Ojiambo and Clarke, Kelly and Knight, Louise and Allen, Elizabeth and Walakira, Eddy and Namy, Sophie and Naker, Dipak and Devries, Karen}, year = {2017}, note = {Publisher: Elsevier}, pages = {65--73}, } @article{devries_violence_2014, title = {Violence against primary school children with disabilities in {Uganda}: a cross-sectional study}, volume = {14}, shorttitle = {Violence against primary school children with disabilities in {Uganda}}, doi = {10.1186/1471-2458-14-1017}, number = {1}, journal = {BMC public health}, author = {Devries, Karen M. and Kyegombe, Nambusi and Zuurmond, Maria and Parkes, Jenny and Child, Jennifer C. and Walakira, Eddy J. and Naker, Dipak}, year = {2014}, note = {Publisher: Springer}, pages = {1--9}, } @article{ajadi_violence_2022, title = {Violence, {Disruption} and the {Spatial} {Resilience} of {Northern} {Nigerian} {Markets}’}, url = {from:}, language = {en}, journal = {The Cambridge Land Society Magazine}, author = {Ajadi, S.B.}, year = {2022}, keywords = {⛔ No DOI found}, pages = {92--93}, } @article{bolton_violence_2017, title = {Violence in {Schools}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13182}, abstract = {This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally.}, language = {en}, urldate = {2022-12-18}, author = {Bolton, Laura}, month = may, year = {2017}, note = {Accepted: 2017-09-08T10:45:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5659BGEB 4869029:PT83LLPZ}, keywords = {⛔ No DOI found}, } @article{gomes_virtual_2022, title = {Virtual {Community} {Mentoring} {Models} for {Middle} {School} {Underachievers} {Psychosocial} {Development} and {Well}-{Being} {During} {COVID}-19}, volume = {9}, copyright = {Copyright (c) 2022 Roseline Florence Gomes}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/614}, abstract = {Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Gomes, Roseline Florence and Thomas, Lijo}, month = mar, year = {2022}, note = {Number: 1}, keywords = {COVID-19, Psychosocial Development, Virtual Community Models, ⛔ No DOI found}, pages = {137--144}, } @misc{evans_virtual_2020, title = {Virtual {Teacher} {Coaching} {May} {Not} {Be} the {Solution} {We} {Hoped} {For}}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-09-29}, journal = {Center For Global Development}, author = {Evans, David}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK}, } @book{hattie_visible_2009, title = {Visible learning: {A} synthesis of over 800 meta-analyses relating to achievement}, shorttitle = {Visible learning}, urldate = {2015-02-21}, publisher = {Routledge}, author = {Hattie, John}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JTAVEBWL 2129771:PPCF22FX 2129771:WP5WVUKH 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK 261495:6JCEQ2J7}, } @book{hattie_visible_2012, title = {Visible learning for teachers: {Maximizing} impact on learning}, shorttitle = {Visible learning for teachers}, urldate = {2016-07-22}, publisher = {Routledge}, author = {Hattie, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS}, } @article{al-zubidy_vision_2017, title = {Vision for {SLR} tooling infrastructure: {Prioritizing} value-added requirements}, volume = {91}, issn = {0950-5849}, shorttitle = {Vision for {SLR} tooling infrastructure}, url = {https://www.sciencedirect.com/science/article/pii/S0950584916304645}, doi = {10.1016/j.infsof.2017.06.007}, abstract = {Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.}, urldate = {2024-01-18}, journal = {Information and Software Technology}, author = {Al-Zubidy, Ahmed and Carver, Jeffrey C. and Hale, David P. and Hassler, Edgar E.}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2129771:2EHYDBZU 2129771:LIS9KYHJ 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK}, keywords = {Empirical software engineering, Systematic literature review, Tooling infrastructure, \_Added-ailr-2024}, pages = {72--81}, } @phdthesis{adam_visions_2015, type = {Master of {Philosophy}}, title = {Visions for the {Sustainable} {Implementation} of the {One} {Laptop} per {Child} {Project}}, school = {University of Cambridge}, author = {Adam, Taskeen}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:537K58Y3 261495:VETHWPGD}, keywords = {Author:OpenDevEd}, } @phdthesis{narayanasamy_visual_2015, type = {{PhD} {Thesis}}, title = {Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance}, url = {https://eprints.qut.edu.au/84876}, urldate = {2024-03-27}, school = {Queensland University of Technology}, author = {Narayanasamy, Sumithira}, year = {2015}, } @article{chen_visual_2019, title = {Visual learning analytics to support classroom discourse analysis for teacher professional learning and development}, doi = {10.4324/9780429441677-15}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Chen, Gaowei}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-15 2129771:GVLSGPDX}, keywords = {\_\_C:filed:1}, } @misc{blei_visualizing_2009, title = {Visualizing {Topics} with {Multi}-{Word} {Expressions}}, url = {http://arxiv.org/abs/0907.1013}, abstract = {We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant \$n\$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of \${\textbackslash}chi{\textasciicircum}2\$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles.}, urldate = {2023-11-02}, publisher = {arXiv}, author = {Blei, David M. and Lafferty, John D.}, month = jul, year = {2009}, note = {arXiv:0907.1013 [stat] KerkoCite.ItemAlsoKnownAs: 2129771:Y77NXVN4}, keywords = {Statistics - Machine Learning, \_yl:a}, } @article{klubal_vliv_2016, title = {{VLIV} {POUŽITÍ} {MOBILNÍHO} {DOTYKOVÉHO} {ZAŘÍZENÍ} {PŘI} {PROCVIČOVÁNÍ} {UČIVA}}, journal = {Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková}, author = {Klubal, Libor}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:EI2AHPC3}, keywords = {\_C:Australia AUS, \_C:Bulgaria BGR, \_C:Chile CHL, \_C:China CHN, \_C:Czech Republic CZE, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Luxembourg LUX, \_C:Norway NOR, \_C:Poland POL, \_C:Romania ROU, \_C:Singapore SGP, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tunisia TUN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {99}, } @misc{noauthor_vocational_nodate, title = {Vocational and {Technical} {Training}}, url = {https://www.education.go.ke/index.php/about-us/state-departments/vocational-and-technical-education}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KZWL2RD6}, } @techreport{putz_vocational_2003, title = {Vocational {Education} and {Training} – {An} {Overview}}, language = {en}, author = {Pütz, Helmut}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V96RKN2H}, keywords = {⛔ No DOI found}, pages = {86}, } @misc{noauthor_vocational_nodate, title = {Vocational {Education} and {Training} {Authority}}, url = {https://www.veta.go.tz/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2LDJKCFK}, } @misc{government_of_tanzania_vocational_nodate, title = {Vocational {Education} and {Training} {Authority}}, url = {http://www.veta.go.tz/}, abstract = {The Vocational Education and Training Authority (VETA) is an autonomous Government Agency established by an Act of Parliament in 1994 (Cap 82 Revised edition 2006). The overall objective of VETA is to oversee the Vocational Education and Training system in Tanzania by coordinating, regulating, financing and providing of Vocational Education and Training in Tanzania.}, urldate = {2018-12-08}, author = {{Government of Tanzania}}, note = {UA-7ed1d701-753a-471d-a1d2-c1e0a089d1c3 KerkoCite.ItemAlsoKnownAs: 2129771:P6DW8U5M 2317526:QTH5R2NU}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1, tVET Key\_institution}, } @article{mcgrath_vocational_2020, title = {Vocational education and training for {African} development: a literature review}, url = {https://www.tandfonline.com/doi/full/10.1080/13636820.2019.1679969}, urldate = {2022-05-03}, journal = {Journal of Vocational Education \& Training}, author = {McGrath, Simon and Ramsarup, Presha and Zeelen, Jacques and Wedekind, Volker and Allais, Stephanie and Lotz-Sisitka, Heila}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8GI9GPU 2486141:IMADTBDE}, } @article{mcgrath_vocational_2020, title = {Vocational education and training for {African} development: a literature review}, volume = {72}, issn = {1363-6820}, shorttitle = {Vocational education and training for {African} development}, url = {https://doi.org/10.1080/13636820.2019.1679969}, doi = {10.1080/13636820.2019.1679969}, abstract = {The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.}, number = {4}, urldate = {2022-04-05}, journal = {Journal of Vocational Education \& Training}, author = {McGrath, Simon and Ramsarup, Presha and Zeelen, Jacques and Wedekind, Volker and Allais, Stephanie and Lotz-Sisitka, Heila and Monk, David and Openjuru, George and Russon, Jo-Anna}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13636820.2019.1679969 KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2019.1679969 2129771:7Z66FVXB 2129771:XGUWRPRD}, keywords = {Africa, Development, VET, \_genre:LR-literature\_review, interesting}, pages = {465--487}, } @article{mcgrath_vocational_2012, series = {Skills and {Development}}, title = {Vocational education and training for development: {A} policy in need of a theory?}, volume = {32}, issn = {0738-0593}, shorttitle = {Vocational education and training for development}, url = {http://www.sciencedirect.com/science/article/pii/S0738059311001696}, doi = {10.1016/j.ijedudev.2011.12.001}, abstract = {The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.}, language = {en}, number = {5}, urldate = {2019-03-07}, journal = {International Journal of Educational Development}, author = {McGrath, Simon}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:Q, CT:T, Development theory, F:learning, F:policy, Human development, Q:distance learning, Q:mobile learning, T:Educação profissionalizante, T:TVET, Vocational education and development, publicImportV1}, pages = {623--631}, } @article{mcgrath_vocational_2009, title = {Vocational {Education} and {Training} for {Sustainability} in {South} {Africa}: {The} {Role} of {Public} and {Private} {Provision}}, doi = {10.1016/j.ijedudev.2008.09.008}, abstract = {Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)}, language = {en}, journal = {International Journal of Educational Development}, author = {McGrath, Simon and Akoojee, Salim}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.09.008 10/bnnh2c 2129771:L24MHEVT 2317526:PHJKJ53J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:attitude, F:pay, F:policy, P:economy, P:social, T:TVET, Z:Economic Development, Z:Educational Development, Z:Foreign Countries, Z:Political Attitudes, Z:Politics, Z:Presidents, Z:Public Policy, Z:Public Sector, Z:Role, Z:Skill Development, Z:Sustainable Development, Z:Vocational Education, publicImportV1}, } @book{akoojee_vocational_2005, series = {Research {Programme} on {Human} {Resources} {Development}, {Human} {Sciences} {Research} {Council}}, title = {Vocational education and training in southern {Africa}: a comparative study}, shorttitle = {Vocational education and training in southern {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=6ykR1dWWo50C&oi=fnd&pg=PP11&dq=%22Vocational+education+and+training%22+%22East+Africa%22+ICT&ots=WRlduHlI21&sig=jBn7mOuiw9DThFN0hTEMo_CmAnw}, abstract = {Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.}, language = {en}, author = {Akoojee, Salim and Gewer, Anthony and McGrath, Simon A.}, editor = {{Research Programme on Human Resources Development (Human Sciences Research Council)}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PRN4YC58 2317526:2ETPJUUU}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, AA:Africa, Southern, C:Botswana, C:Lesotho, C:Mauritius, C:Mozambique, C:Namibia, C:South Africa, C:eSwatini, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, T:TVET, Vocational education, publicImportV1}, } @book{eicker_vocational_2017, address = {Bielefeld}, series = {Vocational {Education} and {Development} {Symposium}}, title = {Vocational education and training in {Sub}-{Saharan} {Africa}: current situation and development}, isbn = {978-3-7639-5793-4}, shorttitle = {Vocational education and training in {Sub}-{Saharan} {Africa}}, url = {https://www.wbv.de/artikel/6004570w}, language = {en}, publisher = {W. Bertelsmann Verlag GmbH \& Co. KG}, editor = {Eicker, F and Haseloff, G and Lennartz, B}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Namibia, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, P:economy, P:teachers, Q:higher education, T:Educação profissionalizante, T:TVET, T:in-service TVET, publicImportV1}, } @book{moran_vocational_2004, title = {Vocational {Education} and {Training} through {Open} and {Distance} {Learning}: {World} review of distance education and open learning}, volume = {5}, url = {https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf}, abstract = {The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.}, language = {en}, author = {Moran, L and Rumble, G}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:26J6H6AI 2317526:754E3R6X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:policy, P:measurement, P:media, P:teacher education, Q:ICT, Q:ODEL, Q:distance education, Q:distance learning, Q:educational technology, Q:open learning, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:Educação profissionalizante, T:Fortbildung, T:Lehrlingsausbildung, T:TVET, T:continuing education, T:work-based learning, publicImportV1, ⛔ No DOI found}, } @article{hicks_vocational_2011, title = {Vocational education voucher delivery and labor market returns: {A} randomized evaluation among {Kenyan} youth}, author = {Hicks, Joan Hamory and Kremer, Michael and Mbiti, Isaac and Miguel, Edward}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CJ6L8A5V 2249382:ZKVITHQN 2317526:IL7JP85A}, keywords = {-AB-Research, CLL:en, MaintenanceTag-AB-Research-previous, ⛔ No DOI found}, } @misc{noauthor_vocational_nodate, title = {Vocational {Enterprise} {Institutions}}, url = {https://net.nbte.gov.ng/VEI}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GBEQXSAK}, } @misc{hojlund_vocational_2013, address = {Johannesburg}, title = {Vocational skills formation in the informal economy in {Tanzania}}, author = {Höjlund, Gunilla}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1}, } @misc{government_of_botswana_vocational_1998, title = {Vocational {Training} {Act}}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/88344/100971/F532562678/BWA88344%202012.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSYJFISV 2317526:NGFYPRHX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @incollection{de_largentaye_vocational_2009, title = {Vocational {Training} and the {Informal} {Economy}}, url = {ttp://www.oecd.org/dataoecd/27/5/43280323.pdf}, language = {en}, booktitle = {Promoting {Pro}-poor {Growth}: {Employment}}, publisher = {OECD}, author = {de Largentaye, Armand Rioust}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AQ52QKNA 2249382:6W7QCQM3 2317526:QEWPC9EW}, keywords = {⛔ No DOI found}, } @techreport{hodor_voices_2021, title = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}: {Insights} for inclusive policy and programming}, shorttitle = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}}, language = {en}, institution = {EdTech Hub}, author = {Hodor, Raymond and Owusu, Ernest Adu and Ofori-Davis, Lucy and Afram, Alexander and Sefa-Nyarko, Clement}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4MRXU2L 4804264:KZ3RKJ3P}, keywords = {Final\_citation, cited, existing}, } @article{mwanza_voices_2018, title = {Voices {Confined} to {Classrooms}: {The} {Marginalised} {Status} of {Teachers} in {Curriculum} {Development} in {Lusaka}, {Zambia}}, volume = {1}, url = {https://www.researchgate.net/publication/332797887_Voices_Confined_to_Classrooms_The_Marginalised_Status_of_Teachers_in_Curriculum_Development_in_Lusaka_Zambia}, language = {en}, author = {Mwanza, Christine}, month = nov, year = {2018}, } @misc{noauthor_volkswagenstiftung_2020, title = {{VolkswagenStiftung}}, url = {https://www.volkswagenstiftung.de/en/foundation}, urldate = {2020-08-07}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M5WJ23TY}, } @article{jia_voluntary_2020, title = {Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment}, volume = {14}, shorttitle = {Voluntary participation and natural grouping with smartphones}, number = {1}, journal = {International Journal of Mobile Learning and Organisation}, author = {Jia, Jiyou and Chen, Zhenzhen}, year = {2020}, note = {Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:D3FCVK63}, keywords = {\_\_C:filed:1, ❓ Multiple DOI}, pages = {49--62}, } @article{hanson_vulnerability_2005, title = {Vulnerability, partnerships and the pursuit of survival: {Urban} livelihoods and apprenticeship contracts in a {West} {African} {City}}, doi = {10.1007/s10708-005-7915-1}, abstract = {This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.}, language = {en}, journal = {GeoJournal}, author = {Hanson, Kobena}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10708-005-7915-1 10/cjzk3k 2129771:QJBKZ3W3 2129771:W58GJ244 2317526:CDMIR86U 2317526:XVHN9P2E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:economy, P:measurement, P:social, T:Lehrlingsausbildung, Z:Apprenticeship contracts, Z:Micro-enterprises, Z:Social networks, Z:Socio-economic vulnerability, Z:Urban livelihoods, \_C:Ghana GHA, publicImportV1}, } @article{darling-hammond_wanted_2003, title = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}:{The} {Right} {Way} to {Meet} {The} "{Highly} {Qualified} {Teacher}" {Challenge}}, volume = {11}, copyright = {Copyright (c) 2019 Linda Darling-Hammond, Gary Sykes}, issn = {1068-2341}, shorttitle = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}}, url = {https://epaa.asu.edu/ojs/article/view/261}, doi = {10.14507/epaa.v11n33.2003}, abstract = {Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.}, language = {en}, number = {0}, urldate = {2021-03-07}, journal = {education policy analysis archives}, author = {Darling-Hammond, Linda and Sykes, Gary}, month = sep, year = {2003}, note = {Number: 0}, keywords = {Program Development, Teacher Qualifications, Teacher Supply and Demand, \_C:Argentina ARG, \_C:Brazil BRA, \_C:Canada CAN, \_C:Dominican Republic DOM, \_C:Georgia GEO, \_C:Singapore SGP, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {33}, } @article{kimura_warmer_2020, title = {Warmer environments increase implicit mental workload even if learning efficiency is enhanced}, volume = {11}, doi = {10.3389/fpsyg.2020.00568}, journal = {Frontiers in Psychology}, author = {Kimura, Tsukasa and Takemura, Noriko and Nakashima, Yuta and Kobori, Hirokazu and Nagahara, Hajime and Numao, Masayuki and Shinohara, Kazumitsu}, year = {2020}, note = {Publisher: Frontiers KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.00568 2129771:YWHYN59R 4682641:XYPND8K4}, keywords = {BE:RELEVANT}, pages = {568}, } @misc{bmbf_wascal_nodate, title = {{WASCAL} {II} - {West} {African} {Science} {Service} {Centre} on {Climate} {Change} and {Adapted} {Land} {Use}}, url = {https://www.fona.de/de/wascal-ii-west-african-science-service-centre-on-climate-change}, abstract = {Richtlinie zur Förderung von Zuwendungen für WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use („Kompetenzzentrum zur wissenschaftlichen Unterstützung gegen den Klimawandel und des anpassungsfähigen Landmanagements im westlichen Afrika), Bundesanzeiger vom 15.02.2019}, language = {de}, urldate = {2020-05-28}, author = {BMBF}, note = {Library Catalog: www.fona.de KerkoCite.ItemAlsoKnownAs: 2129771:2YPFIWB6 2317526:5BU8PHLS}, } @article{jasper_water_2012, title = {Water and {Sanitation} in {Schools}: {A} {Systematic} {Review} of the {Health} and {Educational} {Outcomes}}, volume = {9}, issn = {1660-4601}, shorttitle = {Water and {Sanitation} in {Schools}}, url = {http://www.mdpi.com/1660-4601/9/8/2772}, doi = {10.3390/ijerph9082772}, language = {en}, number = {8}, urldate = {2022-06-02}, journal = {International Journal of Environmental Research and Public Health}, author = {Jasper, Christian and Le, Thanh-Tam and Bartram, Jamie}, month = aug, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph9082772 2129771:9ZIXAXI8}, pages = {2772--2787}, } @inproceedings{bogusevschi_water_2019, title = {Water {Cycle} in {Nature}-{An} {Innovative} {Virtual} {Reality} and {Virtual} {Lab}: {Improving} {Learning} {Experience} of {Primary} {School} {Students}.}, shorttitle = {Water {Cycle} in {Nature}-{An} {Innovative} {Virtual} {Reality} and {Virtual} {Lab}}, booktitle = {{CSEDU} (1)}, author = {Bogusevschi, Diana and Muntean, Gabriel-Miro}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CU5YIY4Q}, keywords = {\_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Romania ROU, \_C:Slovakia SVK, \_C:Spain ESP, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {304--309}, } @article{akogun_water_1990, title = {Water demand and {Schistosomiasis} among the {Gumau} people of {Bauchi} {State}, {Nigeria}}, volume = {84}, doi = {10.1016/0035-9203(90)90034-C}, language = {en}, number = {4}, journal = {Transactions of the Royal Society of Tropical Medicine and Hygiene (ENGLAND}, author = {Akogun, Oladele B}, year = {1990}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2FC7Q5WH 2129771:6FSAT9VQ 2486141:PYN36LIC}, pages = {548--550}, } @inproceedings{rougnant_wayz_2017, title = {{WAYZ}: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills}, shorttitle = {{WAYZ}}, doi = {10.1109/rew.2017.40}, booktitle = {2017 {IEEE} 25th {International} {Requirements} {Engineering} {Conference} {Workshops} ({REW})}, publisher = {IEEE}, author = {Rougnant, Alexis and Gelsomini, Mirko and Garzotto, Franca}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 10.1109/rew.2017.40 10/gf62hc 2129771:8GB9IX59 2129771:W27MZW5C}, keywords = {\_\_C:filed:1, \_\_C:scheme:1}, pages = {160--163}, } @techreport{noauthor_wbr-policy-brief-20200430pdf_nodate, title = {{WBR}-{Policy}-{Brief}-2020.04.30.pdf}, } @misc{phoenix_we_nodate, title = {We asked 7,000 people how the {UK} should build back better – here's what they told us}, url = {http://theconversation.com/we-asked-7-000-people-how-the-uk-should-build-back-better-heres-what-they-told-us-164664}, abstract = {The UK government’s plan to ‘build back better’ can only work if we understand what that means to different populations.}, language = {en}, urldate = {2022-04-17}, journal = {The Conversation}, author = {Phoenix, Ann and Stevenson, Olivia and Morris, Siobhan}, } @misc{noauthor_we_nodate, title = {'{We} have to raise our children differently'}, url = {https://www.bbc.com/news/av/uk-england-53113271/black-lives-matter-parents-and-children-talk-about-racism}, abstract = {Three black parents and their children discuss raising a black child, racism and the Black Lives Matter movement.}, language = {en-GB}, urldate = {2020-06-23}, publisher = {BBC News}, note = {Section: England KerkoCite.ItemAlsoKnownAs: 2129771:YKCWSAXD}, } @book{oneil_weapons_2016, title = {Weapons of {Math} {Destruction}: {How} {Big} {Data} {Increases} {Inequality} and {Threatens} {Democracy}}, isbn = {978-0-14-198542-8}, shorttitle = {Weapons of {Math} {Destruction}}, abstract = {'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.}, language = {en}, publisher = {Penguin UK}, author = {O'Neil, Cathy}, month = sep, year = {2016}, note = {Google-Books-ID: 60n0DAAAQBAJ}, keywords = {Business \& Economics / Statistics, Computers / Artificial Intelligence / General, Computers / Programming / Algorithms, Mathematics / General, Political Science / Political Ideologies / Democracy, Political Science / Political Ideologies / General, Science / General, Science / Philosophy \& Social Aspects, Technology \& Engineering / Social Aspects}, } @article{koch_wearables_2022, title = {Wearables for {Measuring} {Health} {Effects} of {Climate} {Change}–{Induced} {Weather} {Extremes}: {Scoping} {Review}}, volume = {10}, issn = {2291-5222}, url = {https://doi.org/10.2196/39532}, doi = {10.2196/39532}, abstract = {Although climate change is one of the biggest global health threats, individual-level and short-term data on direct exposure and health impacts are still scarce. Wearable electronic devices (wearables) present a potential solution to this research gap. Wearables have become widely accepted in various areas of health research for ecological momentary assessment, and some studies have used wearables in the field of climate change and health. However, these studies vary in study design, demographics, and outcome variables, and existing research has not been mapped.In this review, we aimed to map existing research on wearables used to detect direct health impacts and individual exposure during climate change-induced weather extremes, such as heat waves or wildfires.We conducted a scoping review according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework and systematically searched 6 databases (PubMed [MEDLINE], IEEE Xplore, CINAHL [EBSCOhost], WoS, Scopus, Ovid [MEDLINE], and Google Scholar). The search yielded 1871 results. Abstracts and full texts were screened by 2 reviewers (MK and IM) independently using the inclusion and exclusion criteria. The inclusion criteria comprised studies published since 2010 that used off-the-shelf wearables that were neither invasive nor obtrusive to the user in the setting of climate change-related weather extremes. Data were charted using a structured form, and the study outcomes were narratively synthesized.The review included 55,284 study participants using wearables in 53 studies. Most studies were conducted in upper-middle-income and high-income countries (50/53, 94\%) in urban environments (25/53, 47\%) or in a climatic chamber (19/53, 36\%) and assessed the health effects of heat exposure (52/53, 98\%). The majority reported adverse health effects of heat exposure on sleep, physical activity, and heart rate. The remaining studies assessed occupational heat stress or compared individual- and area-level heat exposure. In total, 26\% (14/53) of studies determined that all examined wearables were valid and reliable for measuring health parameters during heat exposure when compared with standard methods.Wearables have been used successfully in large-scale research to measure the health implications of climate change-related weather extremes. More research is needed in low-income countries and vulnerable populations with pre-existing conditions. In addition, further research could focus on the health impacts of other climate change-related conditions and the effectiveness of adaptation measures at the individual level to such weather extremes.}, number = {9}, journal = {Jmir mhealth and uhealth}, author = {Koch, Mara and Matzke, Ina and Huhn, Sophie and Gunga, Hanns‐Christian and Maggioni, Martina Anna and Munga, Stephen and Obor, David and Sié, Ali and Boudo, Valentin and Bunker, Aditi and Dambach, Peter and Bärnighausen, Till and Barteit, Sandra}, month = sep, year = {2022}, note = {openalex: W4288048593 KerkoCite.ItemAlsoKnownAs: 10.2196/39532 2129771:ZIEXQMB8 5072953:LNAJVB42}, keywords = {openalex:citedBy, openalex:import, selected\_for:effects of climate ch...on learning...LMICs 2024, tagged}, pages = {e39532--e39532}, } @article{noauthor_weather_2023, chapter = {Environment}, title = {Weather tracker: {Ethiopia} hit by severe drought amid east {Africa} floods}, issn = {0261-3077}, shorttitle = {Weather tracker}, url = {https://www.theguardian.com/environment/2023/nov/24/weather-tracker-ethiopia-hit-by-severe-drought-amid-east-africa-floods}, abstract = {More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia}, language = {en-GB}, urldate = {2023-11-24}, journal = {The Guardian}, month = nov, year = {2023}, keywords = {Africa, Drought, Environment, Ethiopia, Extreme weather, Somalia, Turkey, World news}, } @misc{noauthor_web_nodate, title = {Web {Design} {Guidelines} for {Low} {Bandwidth} - {Introduction}}, url = {http://www.aptivate.org/webguidelines/Introduction.html}, urldate = {2020-08-15}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FCH8CQV2}, } @misc{lesieur_web-interface_2020, title = {Web-interface for {Zotero} {Libraries} (edtechhub/eth-evidence-library-kerko)}, copyright = {BSD-3-Clause License , BSD-3-Clause License}, url = {https://github.com/edtechhub/eth-evidence-library-kerko}, urldate = {2020-07-11}, publisher = {EdTech Hub}, author = {Lesieur, David}, collaborator = {Haßler, Björn and McBurnie, Chris}, month = jun, year = {2020}, note = {original-date: 2019-12-06T10:51:53Z KerkoCite.ItemAlsoKnownAs: 2129771:UJ5L6IIQ}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @misc{noauthor_web-interface_2020, title = {Web-interface for {Zotero} {Libraries} ({OpenDevEd}/{Zotero}-kerko-docs)}, copyright = {BSD-3-Clause License , BSD-3-Clause License}, url = {https://github.com/OpenDevEd/Zotero-kerko-docs}, abstract = {Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.}, urldate = {2020-07-11}, publisher = {Open Development \& Education}, month = jun, year = {2020}, note = {original-date: 2020-04-05T19:45:15Z KerkoCite.ItemAlsoKnownAs: 2129771:EY95LGTE}, keywords = {\_r:ImportedToMyEducationEvidence}, } @misc{noauthor_webinar_nodate, title = {Webinar {Deck}: {COVID}-19, {Schooling} and {Learning}}, shorttitle = {Webinar {Deck}}, url = {https://bigd.bracu.ac.bd/publications/webinar-deck-covid-19-schooling-and-learning/}, abstract = {The education system in Bangladesh has always struggled to provide quality education to nearly 40 million children enrolled in schools. The ongoing COVID-19 pandemic has exacerbated this learning crisis as all educational institutions across the country have been closed for over two months with no immediate plans for reopening. Yet […]}, language = {en-US}, urldate = {2020-07-01}, journal = {Brac Institute of Governance and Development}, note = {Library Catalog: bigd.bracu.ac.bd KerkoCite.ItemAlsoKnownAs: 2129771:LZUAYXLW}, } @misc{noauthor_webplotdigitizer_nodate, title = {{WebPlotDigitizer} - {Extract} data from plots, images, and maps}, url = {https://automeris.io/WebPlotDigitizer/}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X2WTTJJ 2405685:3XUM6VS2 2486141:EGMYZ9FT}, } @misc{czerniewicz_week_2020, title = {Week 2 - {Laura} {Czerniewicz} - {Equity} and {Care} in {Moving} {Online}}, url = {https://www.youtube.com/watch?v=ifpXcAGy9rs&feature=emb_title}, abstract = {Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online \#PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/}, urldate = {2020-04-20}, collaborator = {Czerniewicz, Laura}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PNG6R4G7}, } @article{gough_weight_2007, title = {Weight of evidence: a framework for the appraisal of the quality and relevance of evidence}, volume = {22}, shorttitle = {Weight of evidence}, url = {http://www.tandfonline.com/doi/abs/10.1080/02671520701296189}, doi = {10.1080/02671520701296189}, number = {2}, urldate = {2014-08-08}, journal = {Research papers in education}, author = {Gough, David}, year = {2007}, note = {00104 KerkoCite.ItemAlsoKnownAs: 10.1080/02671520701296189 10/bg5pkx 2129771:53P6FBBJ 257089:VHCAC25B}, pages = {213--228}, } @misc{noauthor_welcome_nodate, title = {Welcome - {GRID3}}, url = {https://grid3.gov.ng/}, urldate = {2021-03-18}, } @article{eccles_welcome_2006, title = {Welcome to {Implementation} {Science}}, volume = {1}, issn = {1748-5908}, url = {https://doi.org/10.1186/1748-5908-1-1}, doi = {10.1186/1748-5908-1-1}, abstract = {Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.}, number = {1}, urldate = {2022-12-29}, journal = {Implementation Science}, author = {Eccles, Martin P. and Mittman, Brian S.}, month = feb, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-1-1 2129771:ASV64A3H}, pages = {1}, } @techreport{ministry_of_basic_and_secondary_education_west_2022, title = {West {African} {Senior} {School} {Certificate} {Examination}: {Sierra} {Leone} {Results} {Analysis}}, author = {Ministry of Basic {and} Secondary Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P4P34Q78 2339240:2WY3SC9N 2405685:YKA8Y8DM}, keywords = {\_C:Sierra Leone SLE}, } @inproceedings{te_kulve_what_2020, title = {What about children? {Implications} from their subjective perception and the risk of overheating in schools}, shorttitle = {What about children?}, booktitle = {Windsor {Conference} 2020: {Resilient} {Comfort}}, publisher = {Ecohouse Initiative Ltd.}, author = {te Kulve, Marije and Hellwig, Runa T. and van Dijken, Froukje and Boerstra, Atze}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NETF85MA 4682641:9A63D3AE}, keywords = {BE:RELEVANT, ⛔ No DOI found}, pages = {216--223}, } @inproceedings{soffel_what_2016, title = {What are the 21st-century skills every student needs}, volume = {10}, url = {http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf}, booktitle = {World {Economic} {Forum}}, author = {Soffel, Jenny}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SZUAU2A 2486141:DWUAZ7XC}, keywords = {⛔ No DOI found}, } @article{sims_what_2021, title = {What are the {Characteristics} of {Effective} {Teacher} {Professional} {Development}? {A} {Systematic} {Review} and {Meta}-analysis}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry and O’Mara, Alison and Cottingham, Sarah and Stansfield, Claire and Herwegen, Jo Van and Anders, Jake}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AYEFPSZ4 2486141:MD6F4TDU}, keywords = {⛔ No DOI found}, } @inproceedings{hasler_what_2017, address = {University of Johannesburg}, title = {What are the elements that need to go into the design of {OER} that enable them to have the potential for teacher professional development?}, copyright = {All rights reserved}, url = {http://bjohas.de/wiki/TeachersUpfrontUJ}, author = {Haßler, Björn}, month = mar, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:74FNB8TI}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @techreport{lurvink_what_2022, title = {What are the enablers and barriers for effective {School}-{Based} {Teacher} {Professional} {Development}?}, language = {en}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8BEIULTV 4426965:XVW7ALCZ}, } @article{kim_what_nodate, title = {What are the {Future} {Trends} in {Natural} {Gas} {Technology} to {Address} {Climate} {Change}? {Patent} {Analysis} {Through} {Large} {Language} {Model}}, shorttitle = {What are the {Future} {Trends} in {Natural} {Gas} {Technology} to {Address} {Climate} {Change}?}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4690275}, urldate = {2024-02-23}, journal = {Patent Analysis Through Large Language Model}, author = {Kim, Mingyu and Lee, Juyong}, keywords = {⛔ No DOI found}, } @techreport{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? {Systematic} review}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine}, year = {2013}, note = {zotzenLib.CopiedFrom: 2405685:YAT9NL4R KerkoCite.ItemAlsoKnownAs: 2129771:4H2Z7GUV 2339240:K82B5UP3 2405685:YAT9NL4R}, keywords = {C:Low- and middle-income countries, \_\_\_duplicate\_item}, } @book{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review}, isbn = {978-1-907345-48-7}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {English}, urldate = {2016-03-28}, publisher = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine and {others}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z}, keywords = {C:Low- and middle-income countries, STC-TLC, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item}, } @book{lambert_what_nodate, title = {What {Can} {Decolonisation} of {Curriculum} {Tell} {Us} {About} {Inclusive} {Assessment}?}, isbn = {978-1-00-329310-1}, url = {https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003293101-7/decolonisation-curriculum-tell-us-inclusive-assessment-sarah-lambert-johanna-funk-taskeen-adam}, abstract = {This chapter presents a Culturally Inclusive Assessment model and examples developed from our work to address legacies of racist and sexist curriculum and experiences. By drawing on the theories and principles that have informed work on the cultural diversification of learning materials and online courses, we have identified opportunities for Culturally Inclusive Assessment tasks, feedback, and processes. Our interest is to re-imagine assessment through the lenses of anti-racism and decolonialisation to address how inclusive assessment can be developed to better meet the needs of contemporary higher education. Salient features of the current context include the socio-cultural diversity of the student cohort and a desire for internationalising the curriculum, both of which have never been more pertinent. The chapter also provides stimulus questions based on the Culturally Inclusive Assessment model to help readers develop their own more culturally inclusive units, curriculum and assessments based on decolonising the content, the learning processes or pedagogy as a whole.}, language = {en}, urldate = {2022-12-11}, publisher = {Routledge}, author = {Lambert, Sarah and Funk, Johanna and Adam, Taskeen}, doi = {10.4324/9781003293101-7}, note = {Pages: 52-62 Publication Title: Assessment for Inclusion in Higher Education}, } @misc{proctor_what_2023, title = {What can the education sector do to adapt to the forthcoming impacts of climate change?}, shorttitle = {What can the education sector do to adapt to the forthcoming impacts of climate change?}, url = {https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change}, abstract = {Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.}, language = {en}, urldate = {2023-11-07}, journal = {Global Partnership for Education}, author = {Proctor, Jamie}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F3FN7F36 2486141:LR8CSF8H}, } @misc{proctor_what_2023, title = {What can the education sector do to adapt to the forthcoming impacts of climate change? {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {What can the education sector do to adapt to the forthcoming impacts of climate change?}, url = {https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change}, abstract = {Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.}, language = {en}, urldate = {2023-04-12}, author = {Proctor, Jamie}, month = feb, year = {2023}, } @article{whetten_what_1989, title = {What constitutes a theoretical contribution?}, volume = {14}, doi = {10.2307/258554}, language = {en}, number = {4}, journal = {Academy of Management Review}, author = {Whetten, D.A.}, year = {1989}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/258554 2129771:8LWQFZJS 2486141:FPH3KM8W}, pages = {490--495}, } @techreport{solomon_what_2019, title = {What {Do} {Tanzanian} {Parents} {Want} from {Primary} {Schools}—and {What} {Can} {Be} {Done} about {It}?}, url = {https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0}, abstract = {Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system.}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Solomon, Samuel and Zeitlin, Andrew}, month = may, year = {2019}, doi = {10.35489/BSG-RISE-RI_2019/009}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2019/009 2129771:WRWFX4LH}, keywords = {\_genre:PR-primary\_research}, } @article{venkat_what_2015, title = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}? {An} analysis of {SACMEQ} 2007}, volume = {41}, issn = {07380593}, shorttitle = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152}, doi = {10.1016/j.ijedudev.2015.02.002}, language = {en}, urldate = {2020-04-28}, journal = {International Journal of Educational Development}, author = {Venkat, Hamsa and Spaull, Nic}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2129771:T3UWMNYM}, pages = {121--130}, } @misc{noauthor_what_nodate, title = {What does reading on screens do to our brains? - {BBC} {Ideas}}, shorttitle = {What does reading on screens do to our brains?}, url = {https://www.bbc.co.uk/ideas/videos/what-does-reading-on-screens-do-to-our-brains/p09xx6qw?playlist=made-in-partnership-with-the-open-university}, abstract = {Watch the "What does reading on screens do to our brains?" video at BBC Ideas. Explore other related content via our curated "The Open University" playlist.}, language = {en}, urldate = {2021-11-11}, } @article{mitchell_what_2017, title = {What does the {African} {Education} {Research} {Database} tell us about research in {West} {Africa}?}, journal = {ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18)}, author = {Mitchell, R. and Rose, P.}, year = {2017}, keywords = {⛔ No DOI found}, } @article{dasandi_what_2019, title = {What {Does} the {Evidence} {Tell} {Us} about ‘{Thinking} and {Working} {Politically}’ in {Development} {Assistance}?}, volume = {7}, copyright = {Copyright (c) 2019 UNU-WIDER}, issn = {2183-2463}, url = {https://www.cogitatiopress.com/politicsandgovernance/article/view/1904}, doi = {10.17645/pag.v7i2.1904}, language = {en}, number = {2}, urldate = {2020-09-06}, journal = {Politics and Governance}, author = {Dasandi, Niheer and Laws, Ed and Marquette, Heather and Robinson, Mark}, month = jun, year = {2019}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17645/pag.v7i2.1904 2129771:GCHI6NK4}, keywords = {aid effectiveness, development assistance, donors, evidence, governance, politics, thinking and working politically}, pages = {155--168}, } @article{kadzamira_what_2021, title = {What {Happened} to {Student} {Participation} {After} {Two} {Rounds} of {School} {Closures} in {Malawi}—{And} {How} {Have} {Schools} {Responded}}, journal = {Center for Global Development}, author = {Kadzamira, E. and Mazalale, J. and Meke, E. and Mwale, I. V. and Rossiter, J. and Moscoviz, L.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BDYMV654 4752638:DKX9ECT5}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @article{evgeniou_what_2020, title = {What {Happens} {When} {AI} is {Used} to {Set} {Grades}?}, volume = {13}, issn = {0017-8012}, url = {https://hbr.org/2020/08/what-happens-when-ai-is-used-to-set-grades}, abstract = {In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.}, language = {en}, urldate = {2024-03-01}, journal = {Harvard Business Review}, author = {Evgeniou, Theodoros and Hardoon, David R. and Ovchinnikov, Anton}, month = aug, year = {2020}, note = {Section: Technology and analytics KerkoCite.ItemAlsoKnownAs: 4804264:8RR8EVQU 4804264:YRSSCPTE}, keywords = {Business education, Final\_citation, Technology and analytics, anystyle, existing, ⛔ No DOI found}, } @incollection{crawfurd_what_2022, title = {What has {Worked} at {Scale}?}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, urldate = {2022-12-18}, booktitle = {Schooling for {All} {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, publisher = {Centre for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Sandefur, Justin}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:4RHA5K3J}, keywords = {Final\_citation, cited, existing}, } @incollection{crawfurd_what_2022, title = {What has {Worked} at {Scale}?}, copyright = {Creative Commons Attribution-NonCommercial 4.0}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, urldate = {2022-12-18}, booktitle = {Schooling for {All} - {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, publisher = {Centre for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Sandefur, Justin}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ITVFDNM 2129771:CEEQ745N}, } @article{waddington_what_2018, title = {What have we learned after ten years of systematic reviews in international development?}, volume = {10}, issn = {1943-9342, 1943-9407}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166}, doi = {10.1080/19439342.2018.1441166}, abstract = {The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.}, language = {en}, number = {1}, urldate = {2018-04-07}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and Masset, Edoardo and Jimenez, Emmanuel}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2129771:CAZC2QG5 2129771:F24JRW98 2249382:AM8QGMVB 2317526:EZCHSJQ7 5242966:BG6GXAUN}, pages = {1--16}, } @misc{noauthor_what_nodate, title = {What {Have} {We} {Learned} in the {Decade} {Since} '{Early} {Reading}: {Igniting} {Education} for {All}'? {\textbar} {Global} {Reading} {Network}}, shorttitle = {What {Have} {We} {Learned} in the {Decade} {Since} '{Early} {Reading}}, url = {https://www.globalreadingnetwork.net/learning/what-have-we-learned-decade-early-reading-igniting-education-all}, abstract = {As a research institute, RTI uses evidence-based approaches to strengthen policy, management, and practice in the countries where we work, with each context presenting unique challenges and opportunities based on their conditions.}, language = {en}, urldate = {2020-11-08}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ER3LWWYD}, } @book{unicef_what_2020, title = {What {Have} {We} {Learnt}?}, publisher = {Paris, New York, Washington DC: UNESCO, UNICEF, World Bank}, author = {{UNICEF}}, year = {2020}, } @article{mcgrath_what_2019, title = {What if compulsory schooling was a 21st century invention? {Weak} signals from a systematic review of the literature}, volume = {95}, shorttitle = {What if compulsory schooling was a 21st century invention?}, url = {https://www.sciencedirect.com/science/article/pii/S088303551831334X}, doi = {10.1016/j.ijer.2019.02.006}, urldate = {2023-11-01}, journal = {International Journal of Educational Research}, author = {McGrath, Jason and Fischetti, John}, year = {2019}, note = {Publisher: Elsevier}, pages = {212--226}, } @article{dufour_what_2006, title = {What {Is} a “{Professional} {Learning} {Community}”?}, language = {en}, author = {DuFour, Richard}, year = {2006}, keywords = {⛔ No DOI found}, pages = {6}, } @misc{kaiser_what_nodate, title = {What {Is} {Agile} {Methodology}: {A} {Primer} on {Moving} {Fast}}, shorttitle = {What {Is} {Agile} {Methodology}}, url = {https://angel.co/blog/agile-methodology-a-primer-on-moving-fast}, abstract = {Everything you need to know about agile methodologies and its many frameworks.}, urldate = {2022-12-22}, journal = {Wellfound (formerly AngelList Talent)}, author = {Kaiser, Caleb}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SGYG29RN 4426965:2C9DPQGK}, } @misc{smith_what_1996, title = {What is curriculum? {Exploring} theory and practice}, shorttitle = {What is curriculum?}, url = {http://infed.org/mobi/curriculum-theory-and-practice/}, language = {en-GB}, urldate = {2020-02-03}, journal = {the encyclopaedia of informal education}, author = {Smith, Mark K}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2VU39NM3 2486141:CZEGWL5F}, } @misc{unesco_what_2018, title = {What is global citizenship education?}, url = {https://en.unesco.org/themes/gced/definition}, abstract = {Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.}, language = {en}, urldate = {2020-09-10}, journal = {UNESCO}, author = {UNESCO}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NDWTRS3S 2486141:3QXKIQGR}, } @incollection{reimers_what_2020, address = {Singapore}, title = {What {Is} {Global} {Education} and {Why} {Does} {It} {Matter}?}, isbn = {9789811538865 9789811538872}, url = {http://link.springer.com/10.1007/978-981-15-3887-2_2}, language = {en}, urldate = {2022-03-31}, booktitle = {Educating {Students} to {Improve} the {World}}, publisher = {Springer Singapore}, author = {Reimers, Fernando M.}, collaborator = {Reimers, Fernando M.}, year = {2020}, doi = {10.1007/978-981-15-3887-2_2}, note = {Series Title: SpringerBriefs in Education KerkoCite.ItemAlsoKnownAs: 2129771:8BVNL3AM 2129771:RWSI3255}, pages = {25--29}, } @article{bhattacharyya_what_2009, title = {What is implementation research? {Rationale}, concepts, and practices}, volume = {19}, shorttitle = {What is implementation research?}, doi = {10.1177/1049731509335528}, number = {5}, journal = {Research on Social Work Practice}, author = {Bhattacharyya, Onil and Reeves, Scott and Zwarenstein, Merrick}, year = {2009}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1049731509335528 2129771:ZDBFMCNR 4869029:RVXIPV69}, pages = {491--502}, } @article{lewis_what_2015, title = {What is improvement science? {Do} we need it in education?}, volume = {44}, shorttitle = {What is improvement science?}, doi = {10.3102/0013189X15570388}, number = {1}, journal = {Educational researcher}, author = {Lewis, Catherine}, year = {2015}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA}, pages = {54--61}, } @incollection{brookes_what_1992, address = {Portsmouth, NH}, title = {What is literacy?}, booktitle = {Becoming {Political}, {Too}: {New} {Readings} and {Writings} on the {Politics} of {Literacy} {Education}}, publisher = {Heinemann}, author = {Brookes, Paul H and Gee, P J}, editor = {Shannon, Patrick}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2VP6KX5A}, } @article{koehler_what_2013, title = {What is technological pedagogical content knowledge ({TPACK})?}, volume = {193}, doi = {10.1177/002205741319300303}, number = {3}, journal = {Journal of education}, author = {Koehler, Matthew J. and Mishra, Punya and Cain, William}, year = {2013}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/002205741319300303 2129771:6Y9BBR5W 4426965:5P6AZ8P6}, pages = {13--19}, } @misc{evans_what_nodate, type = {Twitter}, title = {What is the impact of \#{COVID19} on children and youth’s access to learning opportunities and on their actual learning in low- and middle-income countries?}, url = {https://twitter.com/DaveEvansPhD/status/1293178148000079872}, author = {Evans, David and Acosta, Amina}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BVC8DSVU 2405685:I7AV84DZ}, } @techreport{sadcqf_what_nodate, title = {What is the {Southern} {African} {Development} {Community} {Qualifications} {Framework}?}, url = {https://www.sadc.int/files/7915/3604/7923/SADCQF_Promotion_Messages.pdf}, urldate = {2020-05-27}, author = {SADCQF}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NV6FMLWR 2317526:IGSG3TA7}, } @article{stackpole_what_2022, title = {What {Is} {Web3}?}, url = {https://hbr.org/2022/05/what-is-web3.}, language = {en}, journal = {Harvard Business Review}, author = {Stackpole, Thomas}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:DGML3FPT}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{abdul-hamid_what_2014, title = {What matters most for education management information systems: {A} framework paper}, shorttitle = {What matters most for education management information systems}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Saint Kitts and Nevis KNA, \_C:Saint Vincent and the Grenadines VCT, \_C:Senegal SEN, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{mcburnie_what_2022, type = {{HLR3} {Output}}, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia}, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0095 2129771:IZ2H9WQW}, keywords = {\_C:Sierra Leone SLE}, } @techreport{mcburnie_what_2022, type = {{HLR3} {Output}}, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2405685:8GN4RWMR}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{bank_what_2013, title = {What matters most for teacher policies: {A} framework paper}, shorttitle = {What matters most for teacher policies}, journal = {SABER Working Paper Series, No. 4}, author = {Bank, World}, year = {2013}, note = {Publisher: World Bank Group Washington, DC}, keywords = {⛔ No DOI found}, } @article{glick_what_2008, title = {What policies will reduce gender schooling gaps in developing countries: {Evidence} and interpretation}, volume = {36}, doi = {10.1016/j.worlddev.2007.09.014}, journal = {World Development}, author = {Glick, Peter}, year = {2008}, pages = {1623--46}, } @article{buckler_what_2021, title = {What {Prevents} {Teacher} {Educators} from {Accessing} {Professional} {Development} {OER}? {Storytelling} and {Professional} {Identity} in {Ugandan} {Teacher} {Colleges}.}, volume = {8}, copyright = {Copyright (c) 2021 Alison Buckler, Kris Stutchbury, George Kasule, Jane Cullen, Doris Kaije}, issn = {2311-1550}, shorttitle = {What {Prevents} {Teacher} {Educators} from {Accessing} {Professional} {Development} {OER}?}, url = {https://jl4d.org/index.php/ejl4d/article/view/493}, abstract = {Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Buckler, Alison and Stutchbury, Kris and Kasule, George and Cullen, Jane and Kaije, Doris}, month = mar, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:3F4ZVNS3}, keywords = {OER, Professional identity, Storytelling methodology, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {10--26}, } @book{walter_what_2012, address = {Oxford}, title = {What professional development makes the most difference to teachers}, url = {http://clie.org.uk/wpcontent/uploads/2011/10/Walter_Briggs_2012.pdf.}, publisher = {University of Oxford Department of Education}, author = {Walter, C. and Briggs, J.}, year = {2012}, } @techreport{evans_what_2015, address = {Washington, D.C.}, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews} [report]}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y}, language = {en}, number = {7203}, institution = {World Bank Group}, author = {Evans, David K and Popova, Anna}, year = {2015}, doi = {10.1596/1813-9450-7203}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2129771:M5FBWHYT 2339240:3QGANTA4 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:UHYRM2R9 2486141:C2VICIE6}, keywords = {*Topic:Curriculum and resources, \_Source:Intuitive, \_THEME: Education management, \_THEME: Learning assessments, \_THEME: Teacher Professional Development, \_proposed-for: Scoping review, ❓ Multiple DOI}, pages = {43}, } @techreport{evans_what_2015, title = {What really works to improve learning in developing countries? {An} analysis of divergent findings in systematic reviews [{World} {Bank} {Group} {eLibrary}]}, url = {https://elibrary.worldbank.org/doi/pdf/10.1596/1813-9450-7203}, abstract = {In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.}, institution = {World Bank Group}, author = {Evans, D.K. and Popova, A.}, year = {2015}, doi = {10.1596/1813-9450-7203}, } @incollection{evans_what_2016, address = {Edinburgh: Oliver}, edition = {1st ed}, title = {What really works to improve learning in developing countries? {An} analysis of divergent findings in systematic reviews. {World} {Bank} {Research} {Observer}}, volume = {10}, booktitle = {Statistical {Methods} for {Research} {Workers}}, publisher = {Oliver and Boyd, Ltd}, author = {Evans, D.K. and Popova, A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6FME82BW}, keywords = {\_\_\_duplicate\_item}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews} [{World} {Bank} {Research} {Observer}]}, volume = {31}, issn = {0257-3032, 1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004}, doi = {10.1093/wbro/lkw004}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {The World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:3CCCDY3J 2129771:BG65AYTS 2129771:GG8WWRW4 2129771:K632LCXD 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1, \_\_\_duplicate\_item, \_genre:LR-literature\_review}, pages = {242--270}, } @misc{villavicencio_what_2023, title = {What retrofits could make classroom environments more conducive to learning?}, abstract = {This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa.}, author = {Villavicencio, Xuzel and Toyinbo, Oluyemi}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HFX4BA8D}, } @article{fuller_what_1987, title = {What school factors raise achievement in the {Third} {World}?}, volume = {57}, url = {https://doi.org/10.3102/00346543057003255.}, doi = {10.3102/00346543057003255}, number = {3}, journal = {Review of Educational Research}, author = {Fuller, B.}, year = {1987}, pages = {255--292}, } @article{mcaleavy_what_2020, title = {What steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, language = {en}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:338VHJRA 2486141:DC37I6JB}, keywords = {⛔ No DOI found}, pages = {31}, } @techreport{becta_what_2004, address = {Coventry}, title = {What the research says about portable {ICT} devices in teaching and learning}, shorttitle = {What the research says about portable {ICT} devices in teaching and learning}, url = {http://www.becta.org.uk/research}, institution = {British Educational Communications and Technology Agency (Becta)}, author = {{Becta}}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y2EX244L 261495:KZ6IRB65}, } @article{evans_what_2019, title = {What {We} {Learn} {About} {Girls}’ {Education} from {Interventions} that {Do} {Not} {Focus} on {Girls}.}, volume = {8944}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-8944}, journal = {World Bank Policy Research Working Paper}, author = {Evans, David K. and Yuan, Fei}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H4YXPBUM 2129771:M9WQIP3I}, keywords = {\_genre:LR-literature\_review, ⛔ No DOI found}, } @article{evans_what_2022, title = {What {We} {Learn} about {Girls}’ {Education} from {Interventions} {That} {Do} {Not} {Focus} on {Girls}}, volume = {36}, issn = {0258-6770}, url = {https://doi.org/10.1093/wber/lhab007}, doi = {10.1093/wber/lhab007}, abstract = {What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.}, number = {1}, urldate = {2023-01-16}, journal = {The World Bank Economic Review}, author = {Evans, David K and Yuan, Fei}, month = feb, year = {2022}, pages = {244--267}, } @misc{noauthor_what_2021, title = {What we learned at the {Manage} {Agile} {Conference}}, url = {https://aiinsider.de/content-resources/manage-agile-conference-ai-insider-recap/}, abstract = {Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.}, language = {en-US}, urldate = {2021-04-23}, journal = {AI Insider}, month = mar, year = {2021}, } @article{herz_what_2004, title = {What works in girls' education: {Evidence} and policies from the developing world}, author = {Herz, Barbara and Sperling, Gene B.}, year = {2004}, keywords = {⛔ No DOI found}, } @techreport{sperling_what_2015, title = {What works in girls' education: {Evidence} for the world's best investment}, url = {https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/}, language = {en}, institution = {Brookings}, author = {Sperling, Gene B. and Winthrop, Rebecca and Sperling, Gene B}, year = {2015}, note = {Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 2129771:LYVNVEBG 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH}, keywords = {⛔ No DOI found}, pages = {338}, } @article{guerrero_what_2012, title = {What works to improve teacher attendance in developing countries? {A} systematic review}, abstract = {Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.}, language = {en}, author = {Guerrero, Gabriela and Leon, Juan and Zapata, Mayli and Sugimaru, Claudia and Cueto, Santiago}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 4556019:9LQMSXJ4}, keywords = {potential solutions, ⛔ No DOI found}, pages = {125}, } @misc{burde_what_2015, title = {What  {Works} to {Promote} {Children}’s {Educational} {Access}, {Quality} of {Learning}, and {Wellbeing} in {Crisis}-{Affected} {Contexts}​}, publisher = {Department for International Development}, author = {Burde, D. and Guven, O. and Kelcey, J. and Lahmann, H. and Al-Abbadi, K.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FP24GPID}, } @article{burde_what_2015, title = {What {Works} to {Promote} {Children}’s {Educational} {Access}, {Quality} of {Learning}, and {Wellbeing} in {Crisis}-{Affected} {Contexts}}, language = {en}, author = {Burde, Dana and Guven, Ozen and Kelcey, Jo and Lahmann, Heddy and Al-Abbadi, Khaled}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3N749YEI 4804264:3M6EPPV6}, keywords = {Final\_citation, cited, existing, ⛔ No DOI found}, pages = {93}, } @article{burde_what_2015, title = {What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts}, journal = {Education Rigorous Literature Review, Department for International Development. London: Department for International Development}, author = {Burde, Dana and Guven, Ozen and Kelcey, Jo and Lahmann, Heddy and Al-Abbadi, Khaled}, year = {2015}, keywords = {⛔ No DOI found}, } @techreport{organization_for_economic_cooperation_development_oecd_what_2018, title = {What would make {Global} {Skills} {Partnerships} work in practice?}, institution = {OECD Paris}, author = {{Organization for Economic Cooperation Development (OECD)}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:WFQE9897}, } @article{nagender_whatsapp_2017, title = {Whatsapp auto responder using natural language processing and {AI}}, volume = {8}, number = {5}, journal = {Int. J. Comput. Eng. Technol}, author = {Nagender, Y. and Patil, Kiran H.}, year = {2017}, keywords = {⛔ No DOI found}, pages = {15--22}, } @article{jindal_whatsapp_2020, title = {Whatsapp chatbot}, volume = {3641}, journal = {EasyChair Preprint}, author = {Jindal, Gaurang and Upadhyay, Dinesh and Jha, Ashish}, year = {2020}, keywords = {⛔ No DOI found}, pages = {40}, } @article{kurniawan_whatsapp_2021, title = {Whatsapp {Chatbot} {Implementation} for {New} {Students} {University} of {Labuhanbatu}}, volume = {5}, number = {2}, journal = {Jurnal Mantik}, author = {Kurniawan, Hanggi and Al Fazar, Mulya and Fauziah, Nur Rahma and Yoan, Yoan and Munthe, Ibnu Rasyid}, year = {2021}, keywords = {⛔ No DOI found}, pages = {932--939}, } @article{moodley_whatsapp_2019, title = {{WhatsApp}: {Creating} a virtual teacher community for supporting and monitoring after a professional development programme}, volume = {39}, number = {2}, journal = {South African Journal of Education}, author = {Moodley, Maglin}, year = {2019}, note = {ISBN: 0256-0100 Publisher: Education Association of South Africa (EASA)}, keywords = {❓ Multiple DOI}, pages = {1--10}, } @article{moodley_whatsapp_2019, title = {{WhatsApp}: {Creating} a virtual teacher community for supporting and monitoring after a professional development programme}, volume = {39}, issn = {02560100, 20763433}, shorttitle = {{WhatsApp}}, doi = {10.15700/saje.v39n2a1323}, language = {en}, number = {2}, journal = {South African Journal of Education}, author = {Moodley, Maglin}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 4804264:HBD9ALI6}, keywords = {Final\_citation, cited, existing}, } @incollection{conde_whatsapp_2021, address = {Cham}, title = {{WhatsApp} or {Telegram}. {Which} is the {Best} {Instant} {Messaging} {Tool} for the {Interaction} in {Teamwork}?}, volume = {12784}, isbn = {978-3-030-77888-0 978-3-030-77889-7}, url = {https://link.springer.com/10.1007/978-3-030-77889-7_16}, language = {en}, booktitle = {International {Conference} on {Human}-{Computer} {Interaction}}, publisher = {Springer}, author = {Conde, Miguel Á and Rodríguez-Sedano, Francisco J. and Rodríguez Lera, Francisco J. and Gutiérrez-Fernández, Alexis and Guerrero-Higueras, Ángel Manuel}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-77889-7\_16 2129771:AMJHYBEG 2129771:IQ8M6KE2}, keywords = {⛔ No DOI found}, pages = {239--249}, } @article{motteram_whatsapp_2020, title = {{WhatsApp} supported language teacher development: {A} case study in the {Zataari} refugee camp}, volume = {25}, issn = {1573-7608}, shorttitle = {{WhatsApp} supported language teacher development}, url = {https://doi.org/10.1007/s10639-020-10233-0}, doi = {10.1007/s10639-020-10233-0}, abstract = {This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.}, language = {en}, number = {6}, urldate = {2022-12-26}, journal = {Education and Information Technologies}, author = {Motteram, Gary and Dawson, Susan and Al-Masri, Nazmi}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10233-0 4804264:E8LJNNER}, keywords = {Distance learning, Final\_citation, Fragile and challenging contexts, Language teacher development, Mobile learning, WhatsApp, cited, existing}, pages = {5731--5751}, } @techreport{fiala_wheels_2020, title = {Wheels of {Change}: {Transforming} {Girl}’s {Lives} with {Bicycles}}, shorttitle = {Wheels of {Change}}, institution = {Working Paper}, author = {Fiala, Nathan and Garcia-Hernandez, Ana and Narula, Kritika and Prakash, Nishith}, year = {2020}, } @techreport{fiala_wheels_2022, title = {Wheels of {Change}: {Transforming} {Girls}' {Lives} with {Bicycles}}, shorttitle = {Wheels of {Change}}, url = {https://ideas.repec.org/p/iza/izadps/dp15076.html}, abstract = {Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35\%, reduced late arrival by 66\%, and decreased absenteeism by 27\%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.}, language = {en}, number = {15076}, urldate = {2022-04-19}, institution = {Institute of Labor Economics (IZA)}, author = {Fiala, Nathan and Garcia-Hernandez, Ana and Narula, Kritika and Prakash, Nishith}, month = feb, year = {2022}, note = {Publication Title: IZA Discussion Papers KerkoCite.ItemAlsoKnownAs: 2129771:5G8EIWDE 2129771:WW2D2FUL}, keywords = {Zambia, attendance, bicycles, dropout, female aspiration, female empowerment, girls' education, grade transition, safety, test scores, ⛔ No DOI found}, } @inproceedings{fiala_wheels_2020, title = {Wheels of {Change}: {Transforming} {Womens} {Lives} with {Education} and {Empowerment}}, volume = {20}, shorttitle = {Wheels of {Change}}, booktitle = {Center for the {Study} of {African} {Economies} {Conference} {Papers}.}, author = {Fiala, Nathan and Garcia-Hernandez, Ana and Narula, Kritika and Prakash, Nishith}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:888L29NF}, keywords = {⛔ No DOI found}, } @article{ni_when_2023, title = {When {Artificial} {Intelligence} {Voices} {Human} {Concerns}: {The} {Paradoxical} {Effects} of {AI} {Voice} on {Climate} {Risk} {Perception} and {Pro}-{Environmental} {Behavioral} {Intention}}, volume = {20}, shorttitle = {When {Artificial} {Intelligence} {Voices} {Human} {Concerns}}, url = {https://www.mdpi.com/1660-4601/20/4/3772}, doi = {10.3390/ijerph20043772}, number = {4}, urldate = {2024-02-24}, journal = {International Journal of Environmental Research and Public Health}, author = {Ni, Binbin and Wu, Fuzhong and Huang, Qing}, year = {2023}, note = {Publisher: MDPI}, pages = {3772}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QJ86VAKD}, } @article{baird_when_2019, title = {When the {Money} {Runs} {Out}: {Do} {Cash} {Transfers} {Have} {Sustained} {Effects} on {Human} {Capital} {Accumulation}?}, volume = {140}, url = {https://escholarship.org/content/qt2rd3f9jv/qt2rd3f9jv.pdf}, doi = {10.1016/j.jdeveco.2019.04.004}, journal = {Journal of Development Economics}, author = {Baird, Sarah and McIntosh, Craig and Özler, Berk}, year = {2019}, pages = {169--185}, } @article{kinyua_when_2021, title = {When the {Trainer} is {Untrained}: {Stakeholder} {Incapacitation} in {Implementation} and {Utilisation} of {Open} {Educational} {Resources} in {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Ann Hildah Gatakaa Kinyua}, issn = {2311-1550}, shorttitle = {When the {Trainer} is {Untrained}}, url = {https://jl4d.org/index.php/ejl4d/article/view/396}, abstract = {Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20\% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3\% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kinyua, Ann Hildah Gatakaa}, month = mar, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:BVAZA9NZ}, keywords = {Open Educational Resources (OER), \_genre:PR-primary\_research, educational infrastructure, teacher competence, ⛔ No DOI found}, pages = {171--181}, } @incollection{leatham_where_2013, address = {New York, NY}, title = {Where {Are} the {Foxes} in {Mathematics} {Education}?}, isbn = {978-1-4614-6976-6 978-1-4614-6977-3}, url = {http://link.springer.com/10.1007/978-1-4614-6977-3_9}, language = {en}, urldate = {2022-12-25}, booktitle = {Vital {Directions} for {Mathematics} {Education} {Research}}, publisher = {Springer New York}, author = {Boaler, Jo and Selling, Sarah Kate and Sun, Kathy}, editor = {Leatham, Keith R}, year = {2013}, doi = {10.1007/978-1-4614-6977-3_9}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-6977-3\_9 2129771:DFPY5N4M}, pages = {189--199}, } @article{muijs_where_2008, title = {Where are we at? {An} empirical study of levels and methods of evaluating continuing professional development}, volume = {34}, shorttitle = {Where are we at? {An} empirical study of levels and methods of evaluating continuing professional development}, doi = {10.1080/01411920701532194}, number = {2}, journal = {British Educational Research Journal}, author = {Muijs, D and Lindsay, G}, month = apr, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01411920701532194 10/d9tt95 2129771:DF9V5UA7 261495:QJF6M6QM}, pages = {195--211}, } @book{unicef_where_2022, title = {Where are we on {Education} {Recovery}}, isbn = {978-92-806-5337-3}, url = {https://www.unicef.org/reports/where-are-we-education-recovery}, author = {{UNICEF} and {UNESCO} and {World Bank}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DR4STVN4}, } @misc{lurvink_where_2023, title = {Where do teachers go, and where do they stay?}, url = {https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/}, author = {Lurvink, Anne-Fleur and Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn and Godwin, Katie}, month = mar, year = {2023}, } @book{kadzamira_where_2003, title = {Where has all the education gone in {Malawi}?}, publisher = {Institute of Development Studies University of Sussex}, author = {Kadzamira, Esme C.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SKRA5N9A 4752638:697868EX 4752638:78HD8IBF 4752638:EC29GHRP}, keywords = {\_C:Malawi MWI}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM}, keywords = {C:Fragile contexts, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Chile CHL, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @misc{noauthor_where_nodate, title = {Where {It}’s {Needed} {Most}: {Quality} {Professional} {Development} for {All} {Teachers} {\textbar} {INEE}}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YNQY5N34}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed the most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {zotzenLib.CopiedFrom: 2405685:XABT3JHM KerkoCite.ItemAlsoKnownAs: 2129771:TK8SMM3F 2405685:XABT3JHM}, keywords = {C:Fragile contexts}, } @book{doemeland_which_2014, series = {Policy {Research} {Working} {Papers}}, title = {Which {World} {Bank} {Reports} are {Widely} {Read}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6851}, language = {en}, urldate = {2021-05-28}, publisher = {The World Bank}, author = {Doemeland, Doerte and Trevino, James}, month = may, year = {2014}, doi = {10.1596/1813-9450-6851}, } @article{kadzamira_who_2018, title = {Who benefits from abolishing secondary school fees in {Malawi}, and what are the costs}, journal = {World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//{\textgreater}.[Accessed on 12th November 2018]}, author = {Kadzamira, Esme and Rose, Pauline and Zubairi, Asma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H88WGUMX 4752638:G7B697BS}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @incollection{kadzamira_who_2019, address = {B+BICC, Lilongwe}, title = {Who benefits from abolishing secondary school fees in {Malawi} \& what are the costs?}, language = {en}, booktitle = {Transforming {Malawi}: {An} {Engagement} on {Affordable} {Secondary} {Education}, {Ministry} of {Education}/ {UNICEF}}, author = {Kadzamira, Esme}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J992NAMR 4752638:JZSK6DTR 4752638:LRV5MJM8}, keywords = {\_C:Malawi MWI}, } @incollection{amiel_who_2020, address = {Singapore}, series = {Lecture {Notes} in {Educational} {Technology}}, title = {Who {Benefits} from the {Public} {Good}? {How} {OER} {Is} {Contributing} to the {Private} {Appropriation} of the {Educational} {Commons}}, isbn = {9789811542763}, shorttitle = {Who {Benefits} from the {Public} {Good}?}, url = {https://doi.org/10.1007/978-981-15-4276-3_5}, abstract = {The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.}, language = {en}, urldate = {2022-10-24}, booktitle = {Radical {Solutions} and {Open} {Science}: {An} {Open} {Approach} to {Boost} {Higher} {Education}}, publisher = {Springer}, author = {Amiel, Tel and ter Haar, Ewout and Vieira, Miguel Said and Soares, Tiago Chagas}, editor = {Burgos, Daniel}, year = {2020}, doi = {10.1007/978-981-15-4276-3_5}, keywords = {Open education, Open educational resources, Private sector}, pages = {69--89}, } @article{nusbaum_who_2020, title = {Who {Gets} to {Wield} {Academic} {Mjolnir}?: {On} {Worthiness}, {Knowledge} {Curation}, and {Using} the {Power} of the {People} to {Diversify} {OER}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Who {Gets} to {Wield} {Academic} {Mjolnir}?}, url = {http://jime.open.ac.uk/articles/10.5334/jime.559/}, doi = {10.5334/jime.559}, abstract = {1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Nusbaum, Amy T.}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.559 2129771:CDS2NKIX 2447227:3NNR4ZBX}, keywords = {diversity, equity, open educational resources, open pedagogy}, pages = {4}, } @article{lewin_who_2012, title = {Who gets what? {Is} improved access to basic education pro-poor in {Sub}-{Saharan} {Africa}?}, volume = {32}, issn = {0738-0593}, shorttitle = {Who gets what?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059312000326}, doi = {10.1016/j.ijedudev.2012.02.013}, abstract = {This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.}, language = {en}, number = {4}, urldate = {2023-01-07}, journal = {International Journal of Educational Development}, author = {Lewin, Keith M. and Sabates, Ricardo}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.013 2129771:VBDG8N7X}, keywords = {Basic education, Educational access, Inequality, Over age, Participation, Sub-Saharan Africa, Wealth}, pages = {517--528}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoe}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LABCYNPR 2129771:P36LQR3G 2129771:QIX7PIBG 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV 2486141:342IZ4L3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Ghana GHA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:x}, } @article{estelles_who_2021, title = {Who {Needs} {Global} {Citizenship} {Education}? {A} {Review} of the {Literature} on {Teacher} {Education}}, volume = {72}, issn = {0022-4871}, shorttitle = {Who {Needs} {Global} {Citizenship} {Education}?}, url = {https://doi.org/10.1177/0022487120920254}, doi = {10.1177/0022487120920254}, abstract = {Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Teacher Education}, author = {Estellés, Marta and Fischman, Gustavo E.}, month = mar, year = {2021}, note = {Publisher: SAGE Publications Inc}, keywords = {civic education discourses, global citizenship education, literature review, teacher education}, pages = {223--236}, } @article{lee_who_2020, title = {Who opens online distance education, to whom, and for what?}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1757404}, doi = {10.1080/01587919.2020.1757404}, abstract = {In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Lee, Kyungmee}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757404}, keywords = {distance education, online education, open educational practices, open educational resources, open university}, pages = {186--200}, } @misc{noauthor_who_nodate, title = {{WHO} unveils framework for climate resilient and low carbon health systems}, url = {https://www.who.int/news/item/09-11-2023-who-unveils-framework-for-climate-resilient-and-low-carbon-health-systems}, abstract = {Climate change is the single biggest health threat facing humanity, and health professionals worldwide are already responding to the health harms caused by this unfolding crisis. Climate change is impacting human lives and health in a variety of ways. It threatens the essential ingredients of good health – clean air, safe drinking water, nutritious food supply and safe shelter – and has the potential to undermine decades of progress in global health.}, language = {en}, urldate = {2024-03-24}, } @article{jeffery_whose_2019, series = {Journal}, title = {Whose fault is failure? {Contested} perspectives of academic support in tertiary educational institutions in {South} {Africa}}, doi = {10.1177/1745499919864731}, abstract = {© The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.}, journal = {Research in Comparative and International Education}, author = {Jeffery, David and Johnson, David}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919864731 2129771:QR7G8VU7}, } @techreport{king_why_2024, title = {Why disability inclusion is important for climate resilience}, url = {https://doi.org/10.54377/1082-347f}, abstract = {Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change. People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods. During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder. When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food.}, author = {King, Molly M.}, month = jan, year = {2024}, doi = {10.54377/1082-347f}, note = {openalex: W4391337198}, keywords = {\_z:class:countries, openalex:import, openalex:yes}, } @article{sundin_why_2016, title = {Why do entrepreneurial {mHealth} ventures in the developing world fail to scale?}, volume = {40}, issn = {0309-1902}, url = {https://doi.org/10.1080/03091902.2016.1213901}, doi = {10.1080/03091902.2016.1213901}, abstract = {Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.}, number = {7-8}, urldate = {2018-06-09}, journal = {Journal of Medical Engineering \& Technology}, author = {Sundin, Phillip and Callan, Jonathan and Mehta, Khanjan}, month = nov, year = {2016}, pmid = {27686003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03091902.2016.1213901 10/gf62hx 2129771:EH22JY9T}, keywords = {Telemedicine, business models, community health workers, failure modes, global health, mHealth}, pages = {444--457}, } @article{schultz_why_2002, title = {Why {Governments} {Should} {Invest} {More} to {Educate} {Girls}}, volume = {30}, doi = {10.1016/S0305-750X(01)00107-3}, journal = {World Development}, author = {Schultz, T.Paul}, year = {2002}, pages = {207--25}, } @article{moir_why_2018, title = {Why {Is} {Implementation} {Science} {Important} for {Intervention} {Design} and {Evaluation} {Within} {Educational} {Settings}?}, volume = {3}, issn = {2504-284X}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2018.00061}, doi = {10.3389/feduc.2018.00061}, abstract = {The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.}, urldate = {2022-09-26}, journal = {Frontiers in Education}, author = {Moir, Taryn}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:4SWE4NLZ 2129771:KS4SXXEW 2486141:3BB5265B 4869029:DQUEVB45 4869029:Y27BZZEZ}, keywords = {education}, } @article{moir_why_2018, title = {Why {Is} {Implementation} {Science} {Important} for {Intervention} {Design} and {Evaluation} {Within} {Educational} {Settings}?}, volume = {3}, issn = {2504-284X}, url = {https://www.frontiersin.org/article/10.3389/feduc.2018.00061/full}, doi = {10.3389/feduc.2018.00061}, abstract = {The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.}, language = {en}, urldate = {2022-09-26}, journal = {Frontiers in Education}, author = {Moir, Taryn}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:FERXI3UN 2486141:3BB5265B}, pages = {61}, } @misc{daniyal_why_nodate, type = {Text}, title = {Why is {India} obsessed with {English}-medium education – when it goes against scientific consensus?}, url = {https://scroll.in/article/969356/why-is-india-obsessed-with-english-medium-education-when-it-goes-against-scientific-consensus}, abstract = {Several empirical studies support what the New Education Policy is proposing about education in the mother tongue early on, adding English later.}, language = {en\_US}, urldate = {2020-08-12}, journal = {Scroll.in}, author = {Daniyal, Shoaib}, note = {Publisher: https://scroll.in KerkoCite.ItemAlsoKnownAs: 2129771:LJKTN2HJ}, } @incollection{james_why_2021, address = {Cham}, series = {{SpringerBriefs} in {Economics}}, title = {Why {Is} {India} {So} {Dominant} in the {Demand} for {New} {Smart} {Feature} {Phones} {That} {Are} {Internet} {Connected}?}, isbn = {978-3-030-88497-0}, url = {https://doi.org/10.1007/978-3-030-88497-0_4}, abstract = {In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.}, language = {en}, urldate = {2022-08-13}, booktitle = {New {Perspectives} on {Current} {Development} {Policy}: {Covid}-19, the {Digital} {Divide}, and {State} {Internet} {Regulation}}, publisher = {Springer International Publishing}, author = {James, Jeffrey}, editor = {James, Jeffrey}, year = {2021}, doi = {10.1007/978-3-030-88497-0_4}, keywords = {Affordability, India, KaiOS technology, Multi-sequential model, Smart feature phones}, pages = {37--48}, } @article{goudeau_why_2021, title = {Why lockdown and distance learning during the {COVID}-19 pandemic are likely to increase the social class achievement gap}, volume = {5}, doi = {10.1038/s41562-021-01212-7}, number = {10}, journal = {Nature Human Behaviour}, author = {Goudeau, Sébastien and Sanrey, Camille and Stanczak, Arnaud and Manstead, Antony and Darnon, Céline}, year = {2021}, note = {Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-021-01212-7 2129771:XKT6FPDE}, pages = {1273--1281}, } @book{schaffner_why_2021, series = {Staff {Paper} {P21}-3}, title = {Why {Programs} {Fail}: {Lessons} for {Improving} {Public} {Service} {Quality} from a {Mixed}-{Methods} {Evaluation} of an {Unsuccessful} {Teacher} {Training} {Program} in {Nepal}}, shorttitle = {Why {Programs} {Fail}}, abstract = {Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision}, language = {eng}, editor = {Schaffner, Julie and Glewwe, Paul and Sharma, Uttam}, year = {2021}, doi = {10.22004/ag.econ.316663}, note = {KerkoCite.ItemAlsoKnownAs: 10.22004/ag.econ.316663 4804264:7MC73GN5}, keywords = {Community/Rural/Urban Development, Final\_citation, Public Economics, Teaching/Communication/Extension/Profession, cited, existing}, } @incollection{dowd_why_2020, address = {Wiesbaden}, title = {Why {Publish} a {Systematic} {Review}: {An} {Editor}’s and {Reader}’s {Perspective}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, isbn = {978-3-658-27602-7}, shorttitle = {Why {Publish} a {Systematic} {Review}}, url = {https://doi.org/10.1007/978-3-658-27602-7_5}, abstract = {Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice.}, language = {en}, urldate = {2020-11-26}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Dowd, Alicia C. and Johnson, Royel M.}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.5281/zenodo.4310149}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4310149 2129771:ZTXUKUHJ}, pages = {69--87}, } @misc{safeguarding_in_schools_why_2022, title = {Why schools shouldn't use {Whatsapp} - {Safeguarding} {In} {Schools}}, url = {https://support.safeguardinginschools.co.uk/article/36-why-schools-shouldnt-use-whatsapp}, urldate = {2022-12-26}, author = {Safeguarding In Schools}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:ADPGPPA8}, keywords = {Final\_citation, cited, existing}, } @article{lundvall_why_1998, title = {Why study national systems and national styles of innovation?}, volume = {10}, doi = {10.1080/09537329808524324}, number = {4}, journal = {Technology analysis \& strategic management}, author = {Lundvall, Bengt-å}, year = {1998}, note = {Publisher: Taylor \& Francis}, pages = {403--422}, } @misc{crawfurd_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} in {Africa}}, url = {https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development \& Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]}, language = {en-GB}, urldate = {2020-06-23}, journal = {Open Development \& Education}, author = {CrawFurd, Lee}, month = may, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:I744CR2J}, } @incollection{assignon_why_2018, address = {Cham}, title = {Why the {TVET} {System} of {French}-{Speaking} {African} {Countries} is {Not} {Able} to {Produce} a {Highly} {Qualified} and {Operational} {Man} {Power}? {A} {Comparison} with {Canadian} {Community} {Colleges}}, isbn = {978-3-319-50910-5 978-3-319-50911-2}, shorttitle = {Why the {TVET} {System} of {French}-{Speaking} {African} {Countries} is {Not} {Able} to {Produce} a {Highly} {Qualified} and {Operational} {Man} {Power}?}, url = {http://link.springer.com/10.1007/978-3-319-50911-2_12}, abstract = {Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.}, language = {en}, urldate = {2018-09-23}, booktitle = {Handbook of {Comparative} {Studies} on {Community} {Colleges} and {Global} {Counterparts}}, publisher = {Springer International Publishing}, author = {Assignon, Efia R.}, editor = {Latiner Raby, Rosalind and Valeau, Edward J.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MET3DD3 2317526:46K7AD9E}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {309--329}, } @techreport{chandra_why_2020, title = {Why the {World} {Needs} a {Curriculum} {Alignment} {Hub}}, institution = {Learning Equality}, author = {Chandra, Shivi}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:AZD3V54P}, keywords = {Final\_citation, cited, existing}, } @techreport{chandra_why_2020, type = {Working {Paper}}, title = {Why the {World} {Needs} a {Curriculum} {Alignment} {Hub}}, url = {https://docs.edtechhub.org/lib/2RMKAHXF}, institution = {Learning Equality}, author = {Chandra, Shivi}, month = nov, year = {2020}, doi = {10.5281/zenodo.4314923}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 2129771:J35MPY3Y 2129771:SHTI8YVD 2405685:2RMKAHXF 2486141:4XQVMAHK}, keywords = {\_zenodoETH}, } @misc{bogna_widely_nodate, title = {Widely used machine learning models reproduce dataset bias: {Study}}, shorttitle = {Widely used machine learning models reproduce dataset bias}, url = {https://phys.org/news/2024-02-widely-machine-dataset-bias.html}, abstract = {Rice University computer science researchers have found bias in widely used machine learning tools used for immunotherapy research.}, language = {en}, urldate = {2024-02-23}, author = {Bogna, John and University, Rice}, } @article{crawley_wider_2020, title = {Wider collateral damage to children in the {UK} because of the social distancing measures designed to reduce the impact of {COVID}-19 in adults}, volume = {4}, issn = {2399-9772}, url = {http://bmjpaedsopen.bmj.com/lookup/doi/10.1136/bmjpo-2020-000701}, doi = {10.1136/bmjpo-2020-000701}, language = {en}, number = {1}, urldate = {2020-08-12}, journal = {BMJ Paediatrics Open}, author = {Crawley, Esther and Loades, Maria and Feder, Gene and Logan, Stuart and Redwood, Sabi and Macleod, John}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjpo-2020-000701 2129771:G9NPAZZ7}, keywords = {\_\_C:filed:1}, pages = {e000701}, } @techreport{azahaf_wie_2020, title = {Wie transnationale {Ausbildungspartnerschaften} in {Deutschland} vorangebracht werden können}, url = {https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Migration_fair_gestalten/IB_Policy_Brief_2020_Transnationale_Partnerschaften.pdf}, urldate = {2022-05-03}, institution = {Bertelsmann Stiftung.}, author = {Azahaf, Najim}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MIS5XCEG 2486141:5732XYZQ}, } @misc{wikipedia_wiki_nodate, title = {Wiki}, url = {https://en.wikipedia.org/wiki/Wiki}, urldate = {2020-05-27}, author = {Wikipedia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NWE7DBS7 2317526:9B7E2YXT}, } @article{futterer_will_2020, title = {Will, {Skill} or {Conscientiousness}: {What} {Predicts} {Teachers}' {ICT}-{Related} {Professional} {Development}?}, shorttitle = {Will, {Skill} or {Conscientiousness}}, author = {Fütterer, Tim and Lachner, Andreas and Scheiter, Katharina and Scherer, Ronny and Stürmer, Kathleen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WBKVBX8A}, keywords = {\_C:Germany DEU, \_C:Netherlands NLD, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{sahlberg_will_2020, title = {Will the pandemic change schools?}, volume = {ahead-of-print}, issn = {2056-9548}, url = {https://doi.org/10.1108/JPCC-05-2020-0026}, doi = {10.1108/JPCC-05-2020-0026}, abstract = {Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.}, number = {ahead-of-print}, urldate = {2020-08-12}, journal = {Journal of Professional Capital and Community}, author = {Sahlberg, Pasi}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0026 2129771:EEBKLVBQ}, keywords = {COVID-19, Professionalism, School change, \_\_C:filed:1}, } @inproceedings{kadzamira_will_2019, address = {Oxford, UK}, title = {Will the poorest children benefit from abolishing secondary school fees in {Malawi}”}, language = {en}, booktitle = {{UK} {Forum} for {International} {Education} \& {Training} ({UKFEIT}) 2019 bi-annual {Conference}}, author = {Kadzamira, Esme}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XI4E8XQE 4752638:63BCHQLE 4752638:8GH4CWA2}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @misc{noauthor_windcatcher_2022, title = {Windcatcher}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Windcatcher&oldid=1087079336}, abstract = {A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.}, language = {en}, urldate = {2022-06-01}, journal = {Wikipedia}, month = may, year = {2022}, note = {Page Version ID: 1087079336 KerkoCite.ItemAlsoKnownAs: 2129771:FIM6C45D 4682641:29GHZLJF}, } @book{sakr_wired_2014, title = {Wired citizenship: youth learning and activism in the {Middle} {East}}, isbn = {978-1-135-01189-5 978-0-203-74757-5 978-1-306-48209-7 978-1-135-01188-8}, shorttitle = {Wired citizenship}, url = {http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=1644434}, abstract = {"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"--}, language = {English}, urldate = {2022-04-01}, author = {Sakr, Rehab and Herrera, Linda}, year = {2014}, note = {OCLC: 871782052}, } @article{barak_wireless_2006, title = {Wireless laptops as means for promoting active learning in large lecture halls}, volume = {38}, shorttitle = {Wireless laptops as means for promoting active learning in large lecture halls}, doi = {10.1080/15391523.2006.10782459}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Barak, M. and Lipson, A. and Lerman, S.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2006.10782459 10/gfgw7c 2129771:FRXD7PSV 261495:KHPR4CS3}, pages = {245--263}, } @misc{noauthor_wissenschaftliche_nodate, title = {Wissenschaftliche {Begleitung} der {Programmlinie}: {Internationalisierung} der {Berufsbildung} ({WB}-{IBB})}, url = {https://wb-ibb.info/}, language = {de-DE}, urldate = {2020-05-28}, journal = {Internationalisierung der Berufsbildung}, note = {Library Catalog: wb-ibb.info KerkoCite.ItemAlsoKnownAs: 2129771:APXTIHF3 2317526:VME3K58D}, } @article{alderman_help_2003, title = {With the help of one's neighbors: externalities in the production of nutrition in {Peru}}, volume = {56}, issn = {0277-9536}, shorttitle = {With the help of one's neighbors}, url = {https://www.sciencedirect.com/science/article/pii/S0277953602001831}, doi = {10.1016/S0277-9536(02)00183-1}, abstract = {Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households.}, language = {en}, number = {10}, urldate = {2023-01-07}, journal = {Social Science \& Medicine}, author = {Alderman, Harold and Hentschel, Jesko and Sabates, Ricardo}, month = may, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0277-9536(02)00183-1 2129771:BSC4544U}, keywords = {Externalities, Female education, Nutrition, Peru, Sanitation, Water}, pages = {2019--2031}, } @article{menzel_without_2019, title = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’: {Teenage} {Pregnancy} and {Pseudo}-empowerment in {Post}-{Ebola} {Sierra} {Leone}}, volume = {13}, issn = {1750-2977}, shorttitle = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’}, url = {https://doi.org/10.1080/17502977.2019.1612992}, doi = {10.1080/17502977.2019.1612992}, abstract = {This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.}, language = {en}, number = {4}, urldate = {2020-12-15}, journal = {Journal of Intervention and Statebuilding}, author = {Menzel, Anne}, month = aug, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2129771:S4K2JMQ3 2129771:VERU8P94 2405685:MKDQ3K53}, keywords = {Sierra Leone, \_C:Sierra Leone SLE, aid and development, gender politics, neoliberalism, sexual violence, teenage pregnancy}, pages = {440--458}, } @article{hennessy_wnioski_2013, title = {Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół}, author = {Hennessy, Sara and London, Laura and Dzierzgowski, Jan}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM}, keywords = {\_C:Australia AUS, \_C:Mexico MEX, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @incollection{muhammad_women_2006, address = {Kano, General Studies Unit, BUK}, title = {Women and {Youth} in {Peace}-{Building}: {The} {Case} of the {Mano} {River} {Basin} {Peace} {Initiative}}, language = {en}, booktitle = {Concepts and {Issues} in {Peace} {Studies} and {Conflicts} {Resolution}}, editor = {Muhammad, H.}, year = {2006}, pages = {117 -- 133}, } @article{isa_women_1967, title = {Women {Empowerment} in {Kano} {State} from 1967-2017: {An} {Assessment}}, language = {en}, journal = {Society and Economy}, author = {Isa, M.A. and Kurawa, I.A. and J., Muhammad and Bala, I. and Musa, A. and {Kano}}, year = {1967}, note = {Publisher: Kano State Government}, keywords = {⛔ No DOI found}, pages = {313--326}, } @incollection{noauthor_women_nodate, title = {Women, {Gender} and {Society}}, language = {en}, booktitle = {Nigerian {Army} {Resource} {Centre} ({NARC}), {Forthcoming}}, } @misc{noauthor_women_2006, title = {Women {Rights} and the {Shari}’ah” in {Al}-{Ijtihad} – {The} {Journal} of the {Islamization} of {Knowledge} and {Contemporary} {Issues}}, language = {en}, month = jul, year = {2006}, note = {Issue: 1 \& 2 Pages: 109–123 Volume: 6}, } @article{achandi_womens_2018, title = {Women's access to agricultural technologies in rice production and processing hubs: {A} comparative analysis of {Ethiopia}, {Madagascar} and {Tanzania}}, doi = {10.1016/j.jrurstud.2018.03.011}, abstract = {© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.}, language = {en}, journal = {Journal of Rural Studies}, author = {Achandi, Esther L. and Mujawamariya, Gaudiose and Agboh-Noameshie, Afiavi R. and Gebremariam, Shewaye and Rahalivavololona, Njaka and Rodenburg, Jonne and Rahalivavololona, Njaka and Rodenburg, Jonne and Rodenburg, Jonne}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:eastern Africa, C:Ethiopia, C:Madagascar, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:women, P:agricultural, P:culture, P:production, P:services, P:technology, R:focus groups, R:survey, T:Training, \_\_C:filed:1, publicImportV1}, } @article{martin_womens_1995, title = {Women’s {Education} and {Fertility}: {Results} from 26 {Demographic} and {Health} {Surveys}}, volume = {26}, doi = {10.2307/2137845}, journal = {Studies in Family Planning}, author = {Martin, Castro and {Teresa}}, year = {1995}, pages = {187--202}, } @article{bandiera_womens_2019, title = {Women’s {Empowerment} in {Action}: {Evidence} from a {Randomized} {Control} {Trial} in {Africa}}, journal = {American Economic Journal: Applied Economics}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, year = {2019}, keywords = {⛔ No DOI found}, } @incollection{noauthor_women_nodate, title = {Women {Voter} {Behaviour} in the {Rural} {Areas}: {A} {Case} {Study} of {Dawakin}-{Tofa} {Local} {Government} {Area} in {Kano} {State}}, language = {en}, booktitle = {with {Hafsat} {Y}. {Yakasai}, in {Perspectives} on {Elections} and the {Challenges} for {Democracy} in {Nigeria}, {Department} of {Political} {Science}}, publisher = {Bayero University, Kano.(2018}, } @inproceedings{ganguly_word_2015, address = {Santiago Chile}, title = {Word {Embedding} based {Generalized} {Language} {Model} for {Information} {Retrieval}}, isbn = {978-1-4503-3621-5}, url = {https://dl.acm.org/doi/10.1145/2766462.2767780}, doi = {10.1145/2766462.2767780}, language = {en}, urldate = {2024-02-23}, booktitle = {Proceedings of the 38th {International} {ACM} {SIGIR} {Conference} on {Research} and {Development} in {Information} {Retrieval}}, publisher = {ACM}, author = {Ganguly, Debasis and Roy, Dwaipayan and Mitra, Mandar and Jones, Gareth J.F.}, month = aug, year = {2015}, pages = {795--798}, } @techreport{bick_work_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Work from {Home} after the {COVID}-19 {Outbreak}}, url = {https://papers.ssrn.com/abstract=3650114}, abstract = {Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.}, language = {en}, number = {ID 3650114}, urldate = {2020-08-12}, institution = {Social Science Research Network}, author = {Bick, Alexander and Blandin, Adam and Mertens, Karel}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R4WDM26D}, keywords = {Adam Blandin, Alexander Bick, Karel Mertens, SSRN, Work from Home after the COVID-19 Outbreak}, } @article{bijl_work-integrated_2018, title = {Work-integrated learning for {TVET} lecturers: {Articulating} industry and college practices}, volume = {1}, shorttitle = {Work-integrated learning for {TVET} lecturers}, url = {http://www.epubs.ac.za/index.php/JOVACET/article/view/307}, language = {en}, number = {1}, urldate = {2019-02-07}, journal = {Journal of Vocational, Adult and Continuing Education and Training}, author = {Bijl, André van der and Taylor, Vanessa}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UVFWWSSX 2317526:CCAQJSZP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:LOW, -RRQ:M:final, C:South Africa, RRQ:other, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @techreport{delaporte_working_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Working {From} {Home} {Under} {COVID}-19: {Who} {Is} {Affected}? {Evidence} {From} {Latin} {American} and {Caribbean} {Countries}}, shorttitle = {Working {From} {Home} {Under} {COVID}-19}, url = {https://papers.ssrn.com/abstract=3610885}, abstract = {Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7\% in Guatemala to 16\% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic.}, language = {en}, number = {ID 3610885}, urldate = {2020-07-25}, institution = {Social Science Research Network}, author = {Delaporte, Isaure and Pena, Werner}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RHINRMBC}, keywords = {COVID-19, Demographics, Employment, Teleworking}, } @article{noauthor_working_nodate, title = {Working paper {Journal}}, } @misc{covid_trauma_response_working_group_working_2020, title = {Working with children, young people, and families to mitigate the impact of the {Covid}-19 pandemic}, url = {https://docs.google.com/document/d/1IliqAT0nAQM0wiapyyGgC3EC4PMLft-0/edit}, author = {{COVID Trauma Response Working Group}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D5AXVLMW 2486141:278E2NVV}, } @techreport{world_bank_group_world_2021, address = {Washington, D.C.}, title = {World {Bank} {EdTech} {Readiness} {Index} ({ETRI})}, url = {http://documents.worldbank.org/curated/en/811011628250703800/World-Bank-EdTech-Readiness-Index-ETRI}, language = {English}, urldate = {2023-01-15}, author = {{World Bank Group}}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3UHXCDJ5 4426965:SCZV2RN6}, } @misc{world_bank_world_nodate, title = {World {Bank} {EduTech} {Podcast} {Series}}, url = {https://olc.worldbank.org/content/world-bank-edutech-podcast-series}, author = {{World Bank}}, } @misc{noauthor_world_nodate, title = {World {Bank} {Group} {\textbar} {Home}}, url = {http://www.worldbank.org/}, abstract = {With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions.}, language = {en}, urldate = {2018-11-30}, note = {UA-5cb30c4c-8fd0-4a89-9c09-45704b2a24a3 KerkoCite.ItemAlsoKnownAs: 2129771:EDVZUPN7 2317526:CBWDYELJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{world_bank_world_nodate, title = {World {Bank}: {Pandemic} {Threatens} to {Drive} {Unprecedented} {Number} of {Children} into {Learning} {Poverty}}, shorttitle = {World {Bank}}, url = {https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty}, abstract = {World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty}, language = {en}, urldate = {2022-01-18}, journal = {World Bank}, author = {{World Bank}}, } @techreport{noauthor_world_2015, address = {Washington, DC}, title = {World {Development} {Report} 2015: {Mind}, {Society}, and {Behavior}}, copyright = {Creative Commons Attribution 3.0 IGO license}, url = {http://www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/WDR-2015-Full-Report.pdf}, urldate = {2016-01-30}, institution = {World Bank}, year = {2015}, note = {doi:10.1596/978-1-4648-0342-0 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0342-0 2129771:ZQZALCA6 261495:G3J8UCPP 503888:GH46BQP8}, keywords = {AWP2, AWP2-actual}, } @techreport{noauthor_world_2016, title = {World {Development} {Report} 2016: {Digital} {Dividends}}, copyright = {Creative Commons Attribution 3.0 IGO license}, url = {http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2016/01/13/090224b08405ea05/2_0/Rendered/PDF/World0developm0000digital0dividends.pdf}, urldate = {2016-01-30}, year = {2016}, note = {doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2129771:N3MJ38QH 2447227:35QZZKL8}, keywords = {AWP2, AWP2-actual}, } @techreport{the_world_bank_world_2018, title = {World {Development} {Report} 2018: {Learning} to realize education’s promise}, shorttitle = {World {Development} {Report} 2018}, language = {en}, author = {The World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:C92SNSF9}, keywords = {Final\_citation, cited, existing}, } @book{world_bank_world_2018, series = {World {Development} {Report}}, title = {World {Development} {Report} 2018: {Learning} to {Realize} {Education}'s {Promise}}, isbn = {978-1-4648-1096-1}, shorttitle = {World {Development} {Report} 2018}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1096-1}, abstract = {World Development Report 2018: LEARNING to Realize Education’s Promise}, language = {en}, urldate = {2018-10-02}, publisher = {The World Bank}, author = {{World Bank}}, year = {2018}, doi = {10.1596/978-1-4648-1096-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2129771:4JNLFCMC 2129771:AT9AZD4S 2129771:XSPEJLTF 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:BF2ZWSJV 2405685:HQFK65IQ 2447227:LPNDRKVC 2534378:BKV4NR6U}, keywords = {C:Low- and middle-income countries, CitedIn:PhD\_Thesis, EDUCATION, EDUCATION SYSTEMS, HUMAN CAPITAL, LEARNING CRISIS, PRIMARY EDUCATION, SCHOOL MANAGEMENT, SECONDARY EDUCATION, SHARED PROSPERITY, SKILLS GAP, SOCIAL COHESION, SOCIOEMOTIONAL SKILLS}, } @book{world_bank_world_2019, title = {World {Development} {Report} 2019: {The} {Changing} {Nature} of {Work}}, isbn = {978-1-4648-1328-3}, shorttitle = {World {Development} {Report} 2019}, url = {https://openknowledge.worldbank.org/handle/10986/30435}, language = {en}, urldate = {2023-11-01}, publisher = {Washington, DC: World Bank}, author = {{World Bank}}, year = {2019}, doi = {10.1596/978-1-4648-1328-3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1328-3 2129771:233MNJP5}, } @techreport{noauthor_world_2015, title = {World {Education} {Forum} 2015, {Final} {Report}}, url = {http://unesdoc.unesco.org/images/0024/002437/243724e.pdf}, institution = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8DEVFXSD 261495:M8B2ABJQ}, } @article{ilo_world_2017, title = {World {Employment} and {Social} {Outlook}: {Trends} for {Women} 2017}, volume = {111}, journal = {Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country}, author = {{I.L.O.}}, year = {2017}, note = {Publisher: Margaret Pinder, Elena L Grigorenko, Helen Baños Smith, Gijs Walraven, Elisa Meier}, keywords = {⛔ No DOI found}, pages = {273--304}, } @techreport{united_nations_world_2022, address = {New York, NY}, title = {World {Population} {Prospects} 2022}, url = {https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf}, number = {UN DESA/POP/2021/TR/NO. 3}, urldate = {2024-03-19}, institution = {United Nations, Department of Economic and Social Affairs, Population Division}, author = {{United Nations}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:NKUD26V6}, keywords = {Final\_citation}, } @article{noauthor_world_nodate, title = {World reacts to {BBC} \#sexforgrades investigation}, url = {https://www.bbc.co.uk/news/av/world-africa-49981051}, abstract = {The documentary on sexual harassment allegations in African universities has prompted a global outcry.}, language = {en-GB}, urldate = {2020-11-08}, journal = {BBC News}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DLVRU8JZ}, } @techreport{world_health_organisation_world_2011, title = {World {Report} on {Disability}}, url = {https://www.who.int/disabilities/world_report/2011/report.pdf?ua=1}, language = {en}, author = {World Health Organisation and World Bank}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9CAKDTS5}, } @article{noauthor_world_2019, series = {News}, title = {World: {TVET} {Coordination} {Committee} founded in {South} {Sudan}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJLT2RPE}, } @misc{unesco-unevoc_world_2016, title = {World {TVET} {Database}}, url = {https://unevoc.unesco.org/home/TVET+Country+Profiles}, urldate = {2022-05-03}, author = {UNESCO-UNEVOC}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C3NUIY6K 2486141:IEHR7W6F}, } @book{fenwick_world_2014, title = {World {Yearbook} of {Education} 2014: {Governing} {Knowledge}: {Comparison}, {Knowledge}-{Based} {Technologies} and {Expertise} in the {Regulation} of {Education}}, isbn = {978-1-317-81457-3}, shorttitle = {World {Yearbook} of {Education} 2014}, abstract = {This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.}, language = {en}, publisher = {Routledge}, author = {Fenwick, Tara and Mangez, Eric and Ozga, Jenny}, month = jan, year = {2014}, note = {Google-Books-ID: ozDGBQAAQBAJ}, keywords = {Education / Educational Policy \& Reform / General, Education / General, Education / Higher}, } @book{gorur_world_2018, title = {World {Yearbook} of {Education} 2019: {Comparative} {Methodology} in the {Era} of {Big} {Data} and {Global} {Networks}}, isbn = {978-1-351-37686-0}, shorttitle = {World {Yearbook} of {Education} 2019}, abstract = {Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.}, language = {en}, publisher = {Routledge}, author = {Gorur, Radhika and Sellar, Sam and Steiner-Khamsi, Gita}, month = oct, year = {2018}, note = {Google-Books-ID: 0T33DwAAQBAJ}, keywords = {Education / Experimental Methods, Education / General, Education / Research}, } @misc{worldreader_worldreader_2020, title = {Worldreader {\textbar} {Sierra} {Leone}}, url = {https://www.worldreader.org/where-we-are/sierra-leone/}, abstract = {Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.}, language = {en-US}, author = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2129771:2EGLUVQQ 2405685:FHAMLZRG}, keywords = {\_C:Sierra Leone SLE}, } @misc{noauthor_worldskills_nodate, title = {{WorldSkills}}, url = {https://worldskills.org/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AEQEMPIU 2317526:JPDHPCD6}, } @misc{noauthor_worldskills_nodate, title = {{WorldSkills} {\textbar} {Home}}, url = {https://worldskills.org/?id=277&itemid=431&option=com_content&task=view%27a%3D0}, abstract = {WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth.}, language = {en}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JAMQ8XB6 2317526:7RYDXJXR}, } @article{akogun_worms_1991, title = {Worms in {Nigerian} {Folklore}, {Parasitology} {Today} ({ENGLAND}}, volume = {5}, language = {en}, number = {39}, journal = {Parasitology Today (ENGLAND}, author = {Akogun, Oladele B}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RP3CKMXE 2129771:TNQNCR2P 2486141:LS6ZL3NU}, keywords = {⛔ No DOI found}, pages = {62}, } @misc{noauthor_wps8464pdf_nodate, title = {{WPS8464}.pdf}, url = {http://documents1.worldbank.org/curated/en/405621528167411253/pdf/WPS8464.pdf}, urldate = {2020-11-08}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XE4ADEM5}, } @techreport{hasler_wraha_2018, address = {Cambridge, UK}, title = {{WRAHA}: {We} {Refugees} {Also} {Have} {Ambitions}! - research design for an unsuccessful {eCubed} application}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2018}, doi = {10.5281/zenodo.3595400}, note = {EdTechHub.Source: 2405685:6PAFL5VC KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595400 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, \_yl:e}, } @inproceedings{boell_wwwlitbasketsio_2019, address = {WW Huang, JK Lee}, title = {wwwlitbaskets.io, an {IT} artifact supporting exploratory literature searches for {Information} {Systems} research}, language = {en}, booktitle = {Proceedings of the {Pacific} {Asia} conference on information systems (eds {KK} {Wei}}, author = {Boell, SK and Wang, B}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QEFXA7HE 2129771:YV9ZYMX3 2405685:EDNQS3TE 2486141:V87EDIZ4}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @article{noauthor_yale_nodate, title = {Yale {Journal} of {International} {Law} {\textbar} {COVID}-19: {Towards} a {Digital} {Fragmentation} of the {Right} to {Education}?}, url = {https://www.yjil.yale.edu/covid-19-towards-a-digital-fragmentation-of-the-right-to-education/}, urldate = {2021-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8J4FYFHM}, } @article{rajagopalan_year_2022, title = {Year long monitoring of indoor air quality and ventilation in school classrooms in {Victoria}, {Australia}}, volume = {65}, doi = {10.1080/00038628.2021.1988892}, number = {1}, journal = {Architectural Science Review}, author = {Rajagopalan, Priyadarsini and Andamon, Mary Myla and Woo, Jin}, year = {2022}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00038628.2021.1988892 2129771:JYKTZFVU 4682641:7VMXIBCD}, keywords = {BE:RELEVANT}, pages = {1--13}, } @techreport{oliveira_yearbook_2018, address = {Minas Gerais, Brazil}, title = {Yearbook of {Educational} {Data}}, institution = {State Department of Education of Minas Gerais}, author = {Oliveira, Andre Correa de}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4BYUDHJK}, keywords = {Author:OpenDevEd}, } @article{baird_yi_2011, title = {Yi}, journal = {et al. 2015 Garn et al}, author = {{Baird}}, year = {2011}, } @techreport{noauthor_yol-ethiopia-headlines-phonesurvey-aug20pdf_nodate, title = {{YOL}-{Ethiopia}-{Headlines}-{PhoneSurvey}-{Aug20}.pdf}, url = {https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-PhoneSurvey-Aug20.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LUUNPYFY}, } @article{ajadi_you_2021, title = {You {Are} {Sick}”, “{No}, {We} {Are} {Not}”: {Africa}, the {Pandemic}, and the {Convolution} of {Denial}}, url = {https://harvardurbanreview.org/ecology-uncertainty-spatial-meditation-emptiness/.}, language = {en}, journal = {Harvard Urban Review}, author = {Ajadi, S.B.}, year = {2021}, keywords = {⛔ No DOI found}, } @article{edmonds_you_2014, title = {You get what you pay for: {Schooling} incentives and child labor}, volume = {111}, doi = {10.1016/j.jdeveco.2014.09.005}, journal = {Journal of Development Economics}, author = {Edmonds, Eric V. and Shrestha, Maheshwor}, year = {2014}, pages = {196--211}, } @article{larkin_you_2011, title = {You use! {I} use! {We} use! {Questioning} the {Orthodoxy} of {One}-to-{One} {Computing} in {Primary} {Schools}}, volume = {44}, issn = {1539-1523}, url = {http://dx.doi.org/10.1080/15391523.2011.10782581}, doi = {10.1080/15391523.2011.10782581}, abstract = {The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.}, number = {2}, urldate = {2015-05-01}, journal = {Journal of Research on Technology in Education}, author = {Larkin, Kevin}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2011.10782581 10/gf62g6 2129771:6KZJQBYV 257089:9K3G54KR}, pages = {101--120}, } @article{herodotou_young_2018, title = {Young children and tablets: {A} systematic review of effects on learning and development}, volume = {34}, shorttitle = {Young children and tablets}, doi = {10.1111/jcal.12220}, number = {1}, journal = {Journal of Computer Assisted Learning}, author = {Herodotou, Christothea}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12220 10/gdm2tn 2129771:KZV3ADUU 2129771:VC3HA5HN}, keywords = {\_\_C:filed:1, literature / systematic review}, pages = {1--9}, } @techreport{noauthor_young_2018, title = {Young {Persons} with {Disabilities}: {Global} {Study} on {Ending} {Gender}-{Based} {Violence}, and {Realizing} {Sexual} and {Reproductive} {Health} and {Rights}}, url = {https://www.unfpa.org/sites/default/files/pub-pdf/Final_Global_Study_English_3_Oct.pdf}, urldate = {2023-08-28}, year = {2018}, } @techreport{allier-gagneur_your_2020, address = {Cambridge, UK; Washington D.C.}, title = {Your {Questions} {Answered}: {Using} {Technology} to {Support} {Gender} {Equity}, {Social} {Inclusion} and {Out}-{Of}-{School} {Learning}}, copyright = {Creative Commons Attribution 4.0 International}, number = {14}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Moss Coflan, Caitlin}, month = jun, year = {2020}, doi = {10.5281/zenodo.3874247}, note = {EdTechHub.Source: 2405685:VX7UW757 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3874247 2129771:LBII97HZ 2339240:FT2TLP7Q 2339240:J7DSQVEZ 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA}, keywords = {F: Helpdesk response, L:Gender and education, L:Out-of-school populations, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:El Salvador SLV, \_C:France FRA, \_C:Kenya KEN, \_C:Kyrgyzstan KGZ, \_C:Lebanon LBN, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Peru PER, \_C:Sierra Leone SLE, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sudan SDN, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode}, } @article{hasse_youth_2019, title = {Youth and {Artificial} {Intelligence}.“{Berkman} {Klein} {Center}}, url = {https://cyber.harvard.edu/publication/2019/youth-and-artificial-intelligence/where-we-stand}, abstract = {How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns?}, language = {en}, urldate = {2022-12-30}, author = {Hasse, A.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:CHEPJ97Q 4804264:PZAJSXIW}, keywords = {Final\_citation, anystyle, existing, ⛔ No DOI found}, } @article{mcintosh_youth_2022, title = {Youth {Employment} and {Productivity}: {Medium}-term {Experimental} {Evidence} from {Rwanda}}, shorttitle = {Youth {Employment} and {Productivity}}, author = {McIntosh, Craig and Zeitlin, Andrew}, year = {2022}, keywords = {⛔ No DOI found}, } @misc{noauthor_youth_nodate, title = {Youth {Excel}'s {Research}-to-{Change} {Toolkit}}, url = {https://www.youthlead.org/resources/youth-excels-research-change-toolkit}, abstract = {Involving Youth in Research Are you a youth practitioner, or a development professional in any sector, with a passion for using data for decision-making? Have you ever wished you had time in your project to gather data so that you could improve your work while implementing? Have you ever realized that project ​implementation wasn’t going as expected? And wished that you had noticed that earlier? Are you a development practitioner who is looking for more inclusive ways to co-create with youth? If so, this toolkit is for you!}, language = {en}, urldate = {2022-12-17}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PI8QUN8Q}, } @article{ackah-baidoo_youth_2016, title = {Youth unemployment in resource-rich {Sub}-{Saharan} {Africa}: {A} critical review}, volume = {3}, issn = {2214790X}, shorttitle = {Youth unemployment in resource-rich {Sub}-{Saharan} {Africa}}, url = {http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046}, doi = {10.1016/j.exis.2015.11.010}, abstract = {This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless flow of investment in all types of extractive industries in recent decades, this growth has not directly translated into significant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.}, language = {en}, number = {1}, urldate = {2018-09-14}, journal = {The Extractive Industries and Society}, author = {Ackah-Baidoo, Patricia}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.exis.2015.11.010 10/gf62j7 2129771:5IQB689N 2317526:V2TDX9MD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {249--261}, } @article{masaiti_zambia_2014, title = {Zambia: {An} overview of formal education}, volume = {423}, shorttitle = {Zambia}, url = {https://books.google.com/books?hl=en&lr=&id=3_60AwAAQBAJ&oi=fnd&pg=PA423&dq=info:11-UU2HBwBYJ:scholar.google.com&ots=1aYRPLqqsl&sig=h3w6KpUskVrWYkslkWVj_AjwD8k}, urldate = {2023-12-05}, journal = {Education in East and Central Africa}, author = {Masaiti, Gift and Chita, Joseph}, year = {2014}, note = {Publisher: Bloomsbury London}, keywords = {⛔ No DOI found}, pages = {1--10}, } @misc{open_development__education_zambias_2023, title = {Zambia’s {Education} {Sector} {Support} {Technical} {Assistance} {Facility} ({ZESSTA}) - {Open} {Development} \& {Education}}, url = {https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/, https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/}, abstract = {Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities}, language = {en-GB}, urldate = {2024-01-06}, author = {{Open Development \& Education}}, month = dec, year = {2023}, } @misc{dgmt_zero-rate_nodate, title = {Zero-rate mobile services for health, education and development. {NOW}!}, url = {https://dgmt.co.za/zero-rate-mobile-services-for-health-education-and-development-now/}, abstract = {Investing in South Africa's potential}, language = {en}, urldate = {2020-04-21}, journal = {DGMT: The Human Factor}, author = {DGMT}, note = {Library Catalog: dgmt.co.za KerkoCite.ItemAlsoKnownAs: 2129771:WP623WC7}, } @misc{harrison_zero-rate_2020, title = {Zero-rate mobile services for health, education and development now}, url = {https://mg.co.za/article/2020-03-23-zero-rate-mobile-services-for-health-education-and-development-now/}, abstract = {Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card}, language = {en-ZA}, urldate = {2020-04-21}, journal = {The Mail \& Guardian}, author = {Harrison, David}, month = mar, year = {2020}, note = {Library Catalog: mg.co.za Section: Article KerkoCite.ItemAlsoKnownAs: 2129771:KBZNDRZ4}, } @techreport{mcburnie_zero-rating_2020, title = {Zero-{Rating} {Educational} {Content} in {Low}- and {Middle}-{Income} {Countries}}, language = {EN}, institution = {EdTech Hub}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:BDCSN97S}, keywords = {Final\_citation, cited, existing}, } @techreport{mcburnie_zero-rating_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Zero-rating educational content in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {8}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3784940}, note = {EdTechHub.Source: 2405685:F4PCMTZB EdTechHub.Source: 2405685:F4PCMTZB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, LP: English, \_C:Afghanistan AFG, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Ghana GHA, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Paraguay PRY, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{scanga_zoom_2018, title = {Zoom {Around} the {World}: {Using} {Videoconferencing} {Technology} for {International} {Trainings}}, abstract = {This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.}, language = {en}, journal = {Journal of Extension}, author = {Scanga, Lauren Hrncirik and Deen, Mary Katherine Y. and Smith, Suzanne R. and Wright, Kevin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QD88QEWF 2317526:ZJ4EQHT2}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Burundi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:economy, P:technology, R:evaluation, T:Ausbildung, Z:international development, Z:professional development, Z:school gardens, Z:videoconferencing, publicImportV1, ⛔ No DOI found}, } @misc{hasler_zotero_2021, title = {Zotero {Bookmarklet}}, author = {Haßler, Björn}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GE5JPDYC 2486141:78C2IRI5}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler}, } @misc{noauthor_zotero_nodate, title = {Zotero workbook - {ETH}-{Version} (current)}, url = {https://docs.google.com/document/d/1SujAJtaVoCEaf2xljvMx21LbbYTYLu9q9oTtY1xA5iA/edit?usp=drive_web&ouid=101737012232710021493&usp=embed_facebook}, abstract = {\#EdTechHub The Zotero Workbook Contents Contents 4 Why use Zotero? 8 Before we begin: Registering for Zotero and Hub libraries 9 Section 1: Installing the software: Basic features 9 STEP 1: Download \& install Zotero 9 STEP 2: Download \& install Zotero browser connector 10 STEP 3: Check ...}, language = {en-GB}, urldate = {2020-08-09}, journal = {Google Docs}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5LHHVD6N}, } @incollection{aufenanger_zum_2017, title = {Zum {Stand} der {Forschung} zum {Tableteinsatz} in {Schule} und {Unterricht} aus nationaler und internationaler {Sicht}}, booktitle = {Tablets in {Schule} und {Unterricht}}, publisher = {Springer}, author = {Aufenanger, Stefan}, year = {2017}, note = {00004 KerkoCite.ItemAlsoKnownAs: 2129771:SKD5WUQ5 2129771:TZZA643B}, keywords = {\_\_C:filed:1}, pages = {119--138}, } @article{__2019, title = {Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов}, number = {7}, journal = {Педагогическое образование в России}, author = {Водяха, Сергей Анатольевич and Водяха, Юлия Евгеньевна and Минюрова, Светлана Алигарьевна}, year = {2019}, note = {Publisher: Федеральное государственное бюджетное образовательное учреждение высшего … KerkoCite.ItemAlsoKnownAs: 2129771:2WAHWCQ2}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{__2017, title = {Тёмная материя в галактиках}, volume = {187}, number = {1}, journal = {Успехи физических наук}, author = {Засов, Анатолий Владимирович and Сабурова, Анна Станиславовна and Хоперсков, Александр Валентинович and Хоперсков, Сергей Александрович}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6DYES4QM}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {3--44}, } @misc{konnect_portal__2020, title = {কিশোর বাতায়ন - {Konnect} {YouTube} {Channel}}, url = {https://www.youtube.com/channel/UCSdEG6ugXjX1DaOiZ8um6HA}, urldate = {2020-04-08}, journal = {Youtube}, author = {Konnect Portal}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KXG3V4HZ KXG3V4HZ}, } @misc{konnect_portal_-_2020, title = {ভূ-অভ্যন্তরের গঠন ।। {BGS} ।। শ্রেণি নবম, অধ্যায় ৩য় ।। আমার ঘরে আমার স্কুল}, url = {http://konnect.edu.bd/my-school/10}, urldate = {2020-04-08}, author = {Konnect Portal}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs:2129771:Q44QJ9D5}, } @article{__2020, title = {指尖上的学习: 触屏学习的作用}, shorttitle = {指尖上的学习}, number = {1}, journal = {心理科学}, author = {{谢和平} and {周宗奎} and {黄勖喆} and {朱晓伟} and {范翠英}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:84EXI53B}, keywords = {\_C:Greece GRC, \_C:New Zealand NZL, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {60--67}, } @article{__2018, title = {스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰}, volume = {24}, number = {4}, journal = {한국간호교육학회지}, author = {{신혜원} and {이정민} and {김신정}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8XSBJE2N 2129771:MUJPG6DR 2129771:Y9WSDLKF}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {376--390}, } @article{__2020, title = {입원 아동 대상 통증 완화 중재에 대한 통합적 고찰}, volume = {26}, number = {2}, journal = {Child Health Nursing Research}, author = {{조해련} and {이정민} and {김신정}}, year = {2020}, note = {Publisher: 한국아동간호학회 KerkoCite.ItemAlsoKnownAs: 2129771:ZFYBZIMG}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {254--266}, } @article{__2020, title = {한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰}, volume = {26}, number = {1}, journal = {한국간호교육학회지}, author = {{신혜원} and {이정민} and {민혜영}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8QDFIDD}, keywords = {\_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {78--96}, } @article{__2019, title = {한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰}, volume = {25}, number = {4}, journal = {Child Health Nursing Research}, author = {{신혜원} and {이정민} and {강경아} and {김신정}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6KBED5Y8}, keywords = {\_C:Korea XKOR, \_C:Korea, Republic KOR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {435--448}, }