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

Application of Language Models for the Segmentation of Website Visitors - Stöckl, Andreas; Krauss, Oliver (Intelligent Systems and Applications, 2024)
Series Title: Lecture Notes in Networks and Systems

Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network - Huang, Shutong (2023 International Conference on Network, Multimedia and Information Technology (NMITCON), 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:N86WVH4Z

Application of Multitemporal Landsat Data in Mapping of Saline Soil in Kano River Irrigation Scheme (KRIS) - Mohammed, Dahiru; Maina, M. M.; Audu, I.; Tudunwada, I. Y.; Nasiru, N. K.; Nasidi, N. M.; Umar, S. E. (FUDMA JOURNAL OF SCIENCES, 2023)
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.

Application of Multitemporal Landsat Data in Mapping of Saline Soils in Kano River Irrigation Scheme (KRIS (FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print, 2023)
Publisher: February

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 - Bahufite, Eric (The University of Zambia, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:Z9CL4577
Keywords: __C:filed:1

Applications of machine learning and deep learning methods for climate change mitigation and adaptation - Ladi, Tahmineh; Jabalameli, Shaghayegh; Sharifi, Ayyoob (Environment and Planning B: Urban Analytics and City Science, 2022)
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.

Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view - Tudunwada, I.Y. (Paper presented to the Nigerian Environmental Society on, 2009)

Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON - Tudunwada, I.Y. (Federal university of Agriculture, 2014)

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

Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics - Chen, Q.; Kao, T.-C. (Contemporary Educational Research Quarterly, 2019)
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.
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

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER) - Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine (npj Science of Learning, 2023)
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

Apprenticeship in a Globalised World: Premises, Promises and Pitfalls - Akoojee, Salim (LIT Verlag Münster, 2013)
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)
KerkoCite.ItemAlsoKnownAs: 2129771:ZUWUBTLB 2317526:L3PT9D4H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; Education / Professional Development; publicImportV1

Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa - Wallaert, H (2008)
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

Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses - Leroux, Gabrielle; Monteil, Jean-Marc; Huguet, Pascal (L’Année psychologique, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.4074/s0003503317004018 10/gdm2th 2129771:FMSYYY46 2129771:JTM6B3WV
Keywords: __C:filed:1; literature / systematic review

Approaches and Models for Teaching Digital Ethics in Information Systems Courses–A Review of the Literature - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (Australasian Journal of Information Systems, 2023)
Publisher: Australian Computer Society

Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town - Adam, Taskeen (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392550 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1017 ZenodoArchiveConcept: 8392549
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results - Joynes, Chris (2018)
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.
Accepted: 2018-05-31T12:19:43Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6FCCB5LK 4869029:EZMSKMRS
Keywords: ⛔ No DOI found

Approaches to Open Education and Social Justice Research - Lambert, Sarah; Czerniewicz, Laura (Journal of Interactive Media in Education, 2020)
Article: Approaches to Open Education and Social Justice Research
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.584 2129771:MDISFAL6

Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations - Mattingly, Jacqui (2017)
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.
Accepted: 2017-07-14T15:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:Q63SF9WJ 4869029:AMA45K8S
Keywords: ⛔ No DOI found

Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations - Ahmed, Hassan (2017)
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.
Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU
Keywords: ⛔ No DOI found

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

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

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
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.
KerkoCite.ItemAlsoKnownAs: 4804264:3JFCXGA3
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Apps as learning tools: a systematic review - Griffith, Shayl F.; Hagan, Mary B.; Heymann, Perrine; Heflin, Brynna H.; Bagner, Daniel M. (Pediatrics, 2020)
Publisher: Am Acad Pediatrics KerkoCite.ItemAlsoKnownAs: 10.1542/peds.2019-1579 2129771:722X6RAE
Keywords: __C:filed:1

Apps Developed by Academics - Shing, Sophia; Yuan, Benjamin (Journal of Education and Practice, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 4804264:EVRGAWPS 4804264:I7XQJUVM
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de Primaria - Vacas Criado, Miriam
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

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

Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
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
ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z
Keywords: _r:AddedByZotZen

Aprendizaje y formación de personas adultas - Bourgeois, E.; Nizet, J. (Presses Universite de France, 1997)

aptivatebmopositionpaper.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:DIGUL2DX

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

Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso - Sawadogo, Wendkouni J Eric (University of Dresden, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:DGAGFUFY 2317526:3UB4ETIS

Architecture of Sysperanto: a model-based ontology of the is field - Alter, S. (Communications of the Association for Information Systems, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:WTWFSZVV 2486141:SIY2RK56
Keywords: ⛔ No DOI found

Are Educational Vouchers Only Redistributive? - Bettinger, E.; Kremer, M.; Saavedra, J.E. (CESifo Conference Center, 2008)
Keywords: ⛔ No DOI found

Are Environmental Conditions in South African Classrooms Conducive for Learning? - Gibberd, J; Motsatsi, L
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).
KerkoCite.ItemAlsoKnownAs: 2129771:7PSD45ZX 4682641:6RPQJYGF
Keywords: BE:RELEVANT; ⛔ No DOI found

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. - Uwezo Kenya (Uwezo, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:KS33VZJD 2129771:LRBK4LWS 2405685:ZEM2E9VL
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] - , D (Learning and teaching materials: Policy and practice for provision, 2015)

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

Are we remote learning? - Haßler, Björn (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930959 2129771:UXTXCBCN
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _forthcoming

Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature - Dang, Y.; Zhang, Y.; Chen, H. (Journal of the American Society for Information Science and Technology, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1002/asi.21077 2129771:SN8TSMXQ 2486141:7SAUMVL3

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

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Edition: USA. August
Keywords: ⛔ No DOI found

ARP Phase I Implementation Progress Report - Gonsalves, Sarah-Lee; Regis, Callista; Megha-Bongnkar, Ghislaine; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0257 2129771:CZ63JZQS 2129771:K4BCVK9E
Keywords: Author:OpenDevEd

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

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:LT65NU9Z 2486141:9HFCRNYK

Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics - Atif, Amara; Jha, Meena; Richards, Deborah; Bilgin, Ayse A. (Intelligent systems and learning data analytics in online education, 2021)

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions - Su, Jiahong; Zhong, Yuchun (Computers and Education: Artificial Intelligence, 2022)
Publisher: Elsevier
Keywords: ❓ Multiple DOI

Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success - Chen, Yu; Jensen, Scott; Albert, Leslie J.; Gupta, Sambhav; Lee, Terri (Information Systems Frontiers, 2023)
Publisher: Springer
Keywords: _z:no_pdf

Artificial intelligence and climate change - Stein, Amy L. (Yale J. on Reg., 2020)
Publisher: HeinOnline KerkoCite.ItemAlsoKnownAs: 2129771:GXPETV4A 2129771:W363MZFB
Keywords: ⛔ No DOI found

Artificial intelligence and digital transformation: competencies for civil servants - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:LAZEHLEV 5242966:SKP8E494

Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law - Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania (Council of Europe, 2022)
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
KerkoCite.ItemAlsoKnownAs: 2486141:9VK9E98Q

Artificial Intelligence and Environmental Decision Support Systems - Cortés, U.; Sànchez-Marrè, M.; Ceccaroni, L.; R-Roda, I.; Poch, M. (Applied Intelligence, 2000)

Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation - Natani, Garima (Artificial Intelligence and Sustainable Computing, 2023)
Series Title: Algorithms for Intelligent Systems
Keywords: _z:no_pdf

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

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
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.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2129771:5HE6NKGJ 2129771:QZ8876RB 2405685:KDZG5MJK 2486141:AU8NLI8I
Keywords: _Added-ailr-2024; _important-ailr-2024

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

Artificial Intelligence Basics - Taulli, T; Oni, M (Apress, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:NQJPSYYB 2486141:YMNFRQ6L

Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools - Kousa, Päivi; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
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.
Keywords: Artificial intelligence; EdTech companies; Ethical challenges; Ethical principles; Schools

Artificial intelligence faces reproducibility crisis - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.359.6377.725 2129771:G6W8R5T2 2486141:ZNI22UGY

Artificial intelligence for climate change adaptation - Cheong, So‐Min; Sankaran, Kris; Bastani, Hamsa (WIREs Data Mining and Knowledge Discovery, 2022)
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 > Government and Public Sector
KerkoCite.ItemAlsoKnownAs: 2129771:BMUM3I2K 2129771:EJBTTN5L 2129771:Z9VPQF7I

Artificial Intelligence for Literature Reviews: Opportunities and Challenges - Bolanos, Francisco; Salatino, Angelo; Osborne, Francesco; Motta, Enrico (arXiv, 2024)
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.
arXiv:2402.08565 [cs] KerkoCite.ItemAlsoKnownAs: 5440726:NH6ZERWC
Keywords: Computer Science - Artificial Intelligence; Computer Science - Human-Computer Interaction; Computer Science - Information Retrieval

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
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.
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

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

Artificial Intelligence in Education: A Review - Chen, Lijia; Chen, Pingping; Lin, Zhijian (IEEE Access, 2020)
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.
Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 2129771:99IUVLL4 2129771:QYSD5UX2 2129771:W225SFJ5
Keywords: Education; Learning (artificial intelligence); Microcomputers; Robots; Technological innovation; artificial intelligence; leaner

Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics - Cowley, Benjamin Ultan; Charles, Darryl; Pfuhl, Gerit; Rusanen, Anna-Mari (AI in Learning: Designing the Future, 2023)
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.
Keywords: Artificial intelligence; Ethics; Learning analytics; Learning assistant; Massively multiplayer game; Rawlsian game; Thought experiment

Artificial intelligence in education: Challenges and opportunities for sustainable development - Pedro, Francesc; Subosa, Miguel; Rivas, Axel; Valverde, Paula (2019)
Publisher: Unesco
Keywords: ⛔ No DOI found

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

Artificial intelligence to automate the systematic review of scientific literature - De La Torre-López, José; Ramírez, Aurora; Romero, José Raúl (Computing, 2023)
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.

ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews - Walsh, Isabelle; Renaud, Alexandre; Jeanneret Medina, Maximiliano; Baudet, Cedric; Mourmant, Gaetan (Systèmes d’information et management, 2022)
Publisher: Cairn/Cairn KerkoCite.ItemAlsoKnownAs: 5440726:34DGYANU
Keywords: ⛔ No DOI found

Artisan training and employment outcomes in Tanzania - Bennell, Paul; Mukyanuzi, Faustin; Kasogela, Maurice; Mutashubirwa, Francis; Klim, Mikkel (Compare: A Journal of Comparative and International Education, 2006)
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.
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

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

As by Fire: The End of the South African University - Jansen, Jonathan (Tafelberg, 2017)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:QQY2NKQQ 2486141:T6RKEYKY

As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos - Rubio, Jose Aurélio Vazquez (Universidade Federal de Viçosa, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UTUDUWVK 2317526:YWXR43YG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:pt; publicImportV1

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

ASER Centre - ASER
KerkoCite.ItemAlsoKnownAs: 2129771:LB4QNFNG

ASER, UWEZO and Beekungo – PAL Network

asksource.info - Education (Source- International online resource centre on disability and inclusion, 2014)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:25M645ZQ 2405685:7J2BAKKK

ASReview - Active learning for Systematic Reviews (ASReview)
Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.
KerkoCite.ItemAlsoKnownAs: 2129771:2ZJRWCXU 2405685:38IXPGBU 2486141:F7RK534D
Keywords: _Added-ailr-2024

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

ASSESS TOOLS (Schools2030, 2021)
Tools
KerkoCite.ItemAlsoKnownAs: 2129771:NNZE2NHL

Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners - Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph (International Journal of Disability, Development and Education, 2018)
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.
KerkoCite.ItemAlsoKnownAs: 10.1080/1034912X.2017.1406067 2129771:MVMNMCSC 2486141:75MF49FC
Keywords: _Added to LR; _G:reviewed

Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model - Tang, Xin; Upadyaya, Katja; Toyama, Hiroyuki; Kasanen, Mika; Salmela-Aro, Katariina (AI in Learning: Designing the Future, 2023)
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.
Keywords: Artificial Intelligence; Automated scoring system; Social-emotional skills; Students’ wellbeing

‪Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania‬
‪R Sabates, P Rose, B Alcott, M Delprato‬, ‪Journal of Development Effectiveness, 2021‬ - ‪Cited by 14‬
KerkoCite.ItemAlsoKnownAs: 2129771:GNHK4A6M

Assessing emerging trends in Library space usage for sustainable library design: A case study of Kano State Library - H. Ibrahim; S.M. Ali (“First International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:A4V4IT32 2129771:TLTMFKS9 2486141:L3W59YQ3
Keywords: ⛔ No DOI found

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 - Mwewa, Godfrey; Ndhlovu, Zanzini B. (SAARMSTE COMMITTEES)
KerkoCite.ItemAlsoKnownAs: 2129771:XR8JKBF8
Keywords: __C:filed:1; ⛔ No DOI found

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? - Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice (Assessment in Education: Principles, Policy & Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2018.1503156 2129771:4B97MTIP
Keywords: __C:filed:1

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship - Lyon, Aaron R.; Cook, Clayton R.; Brown, Eric C.; Locke, Jill; Davis, Chayna; Ehrhart, Mark; Aarons, Gregory A. (Implementation Science, 2018)
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.
Keywords: Education; Implementation citizenship; Implementation climate; Implementation leadership; Reliability; Schools; Structural validity

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
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.)
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

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
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 < ICC < .84) and Chinese samples (.72 < ICC < .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.
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

Assessing the impact of the trauma team training program in Tanzania - Bergman, Simon; Deckelbaum, Dan; Lett, Ronald; Haas, Barbara; Demyttenaere, Sebastian; Munthali, Victoria; Mbembati, Naboth; Museru, Lawrence; Razek, Tarek; Razek, Tarek (Journal of Trauma - Injury, Infection and Critical Care, 2008)
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 >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.
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

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

Assessing the potential of AI–ML in urban climate change adaptation and sustainable development - Srivastava, Aman; Maity, Rajib (Sustainability, 2023)
Publisher: MDPI

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:668WW7LW 2129771:EYWP2GMV 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA
Keywords: ⛔ No DOI found

Assessing the value-added effects of literacy collaborative professional development on student learning - Biancarosa, G.; Bryk, A.S.; Dexter, E.R. (The Elementary School Journal, 2010)

ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:FMNSPGL7
Keywords: __C:filed:1; ⛔ No DOI found

Assessment & Certification | Directorate of Industrial Training
KerkoCite.ItemAlsoKnownAs: 2129771:BJI8259D 2317526:59RCE8YR

Assessment For Learning Without Limits - Peacock, Alison (Open University Press, 2016)
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.

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

Assessment-Informed Instruction: Systems Level - Chiappetta, Melissa; Piper, Benjamin; Ralaingita, Wendi; Norman, Julianne

Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria - Tudunwada, I.Y.; S.S, Khalifa (Wudil Journal of Earth & Environmental Sciences, WUJEES, 2020)
Keywords: ⛔ No DOI found

Assessment of medical waste management in seven hospitals in Lagos, Nigeria - Awodele, Olufunsho; Adewoye, Aishat Abiodun; Oparah, Azuka Cyril (BMC Public Health, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12889-016-2916-1 2129771:U4XSEH92 2486141:WNC4IS9M
Keywords: Environmental hazards; Healthcare workers; LAWMA and Lagos; Medical waste; Waste management

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
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.
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

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
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.
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

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786

Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation - Peregrino, Lilia P.; Javillonar, Mark G.; Caballes, Dennis G.; Necio, Chona R.; Ramirez, Amor B. (Journal of Social, Humanity, and Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.35912/jshe.v2i3.967 2129771:XNHZ7GWK

Assessment of students’ digital competences in primary school: a systematic review - Godaert, Eline; Aesaert, Koen; Voogt, Joke; Van Braak, Johan (Education and Information Technologies, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11020-9 4804264:H3METBU9
Keywords: Final_citation

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:IJTHA49L 2129771:YXAMYW5G 2486141:4S56IPSJ

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

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

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis - Perelmutter, Bogi; McGregor, Karla K.; Gordon, Katherine R. (Computers & education, 2017)
00005 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.06.005 10/gbxdnj 2129771:DICKYFQF 2129771:JTAES4ZG
Keywords: __C:filed:1; literature / systematic review

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

Association for the Development of Education in Africa
KerkoCite.ItemAlsoKnownAs: 2129771:ZCXGDRM4 2317526:RLMC4PPI

Association of Ethiopians Educated in Germany
KerkoCite.ItemAlsoKnownAs: 2129771:GUM3N5HT 2317526:PAVA9SDY

Assuring and improving quality public digital learning for all - United Nations (United Nations, 2022)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 4804264:TVKZT89C
Keywords: Final_citation

At last: Recent applications of new literacy studies in educational contexts - Street, B V (Research in the Teaching of English, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:2QZM2I8C
Keywords: ⛔ No DOI found

ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis - ATLAS.ti (ATLAS.ti)
Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.
KerkoCite.ItemAlsoKnownAs: 2129771:8EI2Q8H5 2405685:X89DCPWW 2486141:9GPQDUQE

ATLAS.ti | The #1 Software for Qualitative Data Analysis (ATLAS.ti)
ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today!
KerkoCite.ItemAlsoKnownAs: 2129771:J9PAQYRA 2405685:D4GAPW4G 2486141:JLBWBGTM

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

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

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work - Araya, Daniel; Marber, Peter (Taylor & Francis, 2023)
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.
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

'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine - Ajadi, S.B. (The Boston Press, 2010)
Place: Boston

AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:34KXM2SC

Automated, adaptive guidance for K-12 education - Gerard, Libby; Matuk, Camillia; McElhaney, Kevin; Linn, Marcia C. (Educational Research Review, 2015)
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2015.04.001 2129771:WW4EH6IE 2486141:8ITYUTNJ
Keywords: Assessment; Automated guidance; Automated scoring; Pre-college education; Technology

Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYCK8PXB 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

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

Automated vulnerability detection in source code using deep representation learning - Russell, Rebecca; Kim, Louis; Hamilton, Lei; Lazovich, Tomo; Harer, Jacob; Ozdemir, Onur; Ellingwood, Paul; McConley, Marc (2018 17th IEEE international conference on machine learning and applications (ICMLA), 2018)
KerkoCite.ItemAlsoKnownAs: 10.1109/ICMLA.2018.00120 4804264:397BVUGS
Keywords: Final_citation

Automatic Teacher Modeling from Live Classroom Audio - Donnelly, Patrick J.; Blanchard, Nathan; Samei, Borhan; Olney, Andrew M.; Sun, Xiaoyi; Ward, Brooke; Kelly, Sean; Nystran, Martin; D'Mello, Sidney K. (Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization, 2016)
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.
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

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
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.
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

Automation of systematic literature reviews: A systematic literature review - van Dinter, Raymon; Tekinerdogan, Bedir; Catal, Cagatay (Information and Software Technology, 2021)
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.
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

Automation tools in EPPI-Reviewer
KerkoCite.ItemAlsoKnownAs: 2129771:BV4LSCLV 2405685:Z3W9I5GV 2486141:H9YDERWQ
Keywords: _Added-ailr-2024

Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance - Olaniran, Sunday O.; Duma, M. A. N.; Nzima, D. R.; Kumar, V; Murthy, S; Kinshuk (IEEE 8TH International Conference on Technology for Education, 2016)
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.
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

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

Availability of digital object identifiers in publications archived by PubMed - Boudry, Christophe; Chartron, Ghislaine (Scientometrics, 2017)
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.

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

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
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.
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

Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample - Townsend, Ellen; Pitchford, Nicola J. (BMJ open, 2012)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2011-000298 2129771:9UR9FJG4

Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing - Caines, Autumm; Silverman, Sarah (The Journal of Interactive Technology and Pedagogy, 2021)
KerkoCite.ItemAlsoKnownAs: 4578719:V28WBCSP 4804264:9XNPJXVV 4804264:NWC3YIX8 4804264:Q6M5PE5Y
Keywords: Final_citation; Issue Twenty; anystyle; existing; ⛔ No DOI found

Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings - Cheng, Wei; Carlin, Patrick; Carroll, Joanna; Gupta, Sumedha; Rojas, Felipe Lozano; Montenovo, Laura; Nguyen, Thuy; Schmutte, Ian; Scrivner, Olga; Simon, Kosali; Wing, Coady; Weinberg, Bruce (National Bureau of Economic Research, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.3386/w27419 2129771:9Z5S9V9S

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (2020)
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

Backward mapping: Implementation research and policy decisions - Elmore, Richard F. (Political science quarterly, 1979)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.2307/2149628 2129771:N6JEV472 4869029:5YU3IVSM

Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? - Harn, Beth; Parisi, Danielle; Stoolmiller, Mike (Exceptional Children, 2013)
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.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/001440291307900204 2129771:2TSVHKTP 2486141:HBAYERET

Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation - Chitanana, Lockias (International Journal of Education and Development using Information and Communication Technology; Bridgetown, 2012)
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]
EdTechHub.ItemAlsoKnownAs: 2129771:5WFXCS4Y
Keywords: Bandwidths; College campuses; Computers; Education; Internet access; Internet resources; Product introduction; Research; __C:filed:1; ⛔ No DOI found

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

Bar dissolution in prolate halos - Ideta, Makoto; Hozumi, Shunsuke (The Astrophysical Journal Letters, 2000)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/312709 2129771:88XVQIBP
Keywords: __C:filed:1

Bar Dissolution in Prolate Halos (In: The Physics of Galaxy Formation) - Ideta, Makoto; Hozumi, Shunsuke (The Physics of Galaxy Formation, 2001)
EdTechHub.ItemAlsoKnownAs: 2129771:EQ6YQ8M9
Keywords: ⛔ No DOI found

Barbados: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260182 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1042 ZenodoArchiveConcept: 10260181
Keywords: _internal; _r:AddedByMyEducationEvidence

Barbados: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Barns och lärares aktiviteter med datorplattor och appar i förskolan - Nilsen, Malin (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:YIQVVGCJ
Keywords: __C:filed:1; ⛔ No DOI found

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 - Hodge, Carel Eulena; Bennett, Cary; Harrington, Ingrid; Zafarullah, Habib M. (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RKCIQ8T2 2129771:WVKVFY98 2486141:4VYMPB5T 2486141:CSFKQA8Q
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Barriers to Education for Girls in the Democratic Republic of Congo - Bolton, Laura (2020)
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).
Accepted: 2020-03-30T13:32:46Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BFEFTX62 4869029:ZM499KP7
Keywords: ⛔ No DOI found

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
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 Emx1-creXRosa26-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.
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

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

Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature - Bingimlas, Khalid Abdullah (Eurasia Journal of Mathematics, science and technology education, 2009)
Publisher: Modestum KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/75275 4804264:WZGKG6R7
Keywords: Final_citation

Baseline Study for Distance Technical and Professional Education in Mozambique - Romiszowski, A (2015)
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.
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

Baseline Study on the Current State of Open and Distance Learning in Cameroon - Ndongfack, Michael N. (Commonwealth of Learning (COL), 2016)
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.
Accepted: 2016-12-01T18:29:24Z KerkoCite.ItemAlsoKnownAs: 2129771:75QE2PMH

Basic Education and Employment - Grant, Catherine (2016)
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
Accepted: 2017-07-06T10:47:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:8RCVTK3K 4869029:B9LC52CU
Keywords: ⛔ No DOI found

Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop - Bateson, Paul Patrick Gordon; Martin, Paul (Simon & Schuster, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:CFG8YL6D 2486141:7X46HQME

Battle for the thermostat: Gender and the effect of temperature on cognitive performance - Chang, Tom Y.; Kajackaite, Agne (PLoS ONE, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0216362 2129771:EYIA5AKI

BBC World Service - People Fixing the World, How to put the internet in a box (BBC)
Inside the “sneakernet” - the people carrying websites to places that are off the grid
Keywords: Author:OpenDevEd

BBC World Service - People Fixing the World, Pedal power: How bicycles can change lives (BBC)
One man’s mission to transform millions of lives by selling them bicycles
KerkoCite.ItemAlsoKnownAs: 2129771:AE57MSP2 2129771:VHTK4U82

BBC World Service - People Fixing the World, Using satellite photos to help distribute cash (BBC)
Togo has found a new way to send emergency cash to people struggling in the pandemic

BBiG - nichtamtliches Inhaltsverzeichnis (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:Y5FS7F97

Beginning literacy with language: Young children learning at home and school. - Dickinson, David K; Tabors, Patton O (Brookes Publishing Co., 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:4GIZSMYM

BEH - Botswana Education Hub - Government of Botswana
KerkoCite.ItemAlsoKnownAs: 2129771:78356N5T 2317526:MUSCYYBK
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Behaviour change approaches for social norms regarding gender - Grant, Catherine (2017)
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.
Accepted: 2017-07-06T10:49:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KIBPA7P3 4869029:YVJ6LTMT
Keywords: ⛔ No DOI found

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

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

Behavioural Innovation: embracing behavioural science for lasting impact - Simpson, Lea (Brink blog, 2019)
Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social…
KerkoCite.ItemAlsoKnownAs: 2129771:8JEAPJBJ 4426965:QXLUV9Z3

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation - Petrović, Marijana; Bojković, Nataša; Anić, Ivan; Petrović, Dalibor (Government Information Quarterly, 2012)
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.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.giq.2012.05.008 10/f4bsqx 2129771:XEEKR2QR
Keywords: Benchmarking; Digital divide; EBRD countries; ELECTRE; Multi-level outranking

Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone - Shaw, Mohamed; Mansaray, Alpha Bassie (International Journal of Advanced Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.21474/IJAR01/8927 2129771:28RHNAHY 2129771:MMKKGGEB 2486141:8H5XVMWV 2601447:3CHX24MJ 4556019:8XKU7CKA
Keywords: _C:Sierra Leone SLE

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 257089:FZV7ZGFU
Keywords: ⛔ No DOI found

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
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.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 4804264:DP4YMP69
Keywords: Final_citation

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
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.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:CLHZEHYI 2486141:WYE6VGNR

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
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.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:9LS8BP3N 2486141:I9NBLP9N

Benefits of STEM Education - Ismail, Zenobia (2018)
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.
Accepted: 2019-01-11T10:28:54Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:AC6P2YA9 4869029:QKTSYDWP
Keywords: ⛔ No DOI found

Benefits of using ISSB in school buildings - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
CallNumber: opendeved.1034 ZenodoArchiveID: 10257225 ZenodoArchiveConcept: 10257224 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1034 2129771:3KUTI3BB
Keywords: _r:AddedByMyEducationEvidence

Bericht zur tQMP Studie - Haßler, Björn; Haseloff, Gesine; Dreischmeier, Wido (OpenDevEd, 2022)
ZenodoArchiveID: 6472917 ZenodoArchiveConcept: 6472916 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0273 2129771:8RS5HFTX 2129771:D6P2ZZZP
Keywords: Author:OpenDevEd; _r:AddedByZotZen

Berufliche Hochschule Hamburg soll 2021 starten - HIBB (Pressestelle des Senats, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7UM57WZS 2317526:9H2D2BAX

Berufsausbildung in einer Einwanderungsgesellschaft - Euler, Dieter; Eckart, Severing (2016)
KerkoCite.ItemAlsoKnownAs: 10.11586/2016006 2129771:G646R9GK 2486141:3UP76PSM

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
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

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung [ZIP Archive] (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
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
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118567 2129771:W2J4EDN4
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _yl:e

Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit - Wolf, Stefan (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:7QYPE7K4 2317526:2CXEC668 2317526:7LXVPJ49
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1; ⛔ No DOI found

Berufsbildungsbericht - BMBF
KerkoCite.ItemAlsoKnownAs: 2129771:VPK8G38A 2486141:HF9ZQYVP

Berufsbildungsgesetz (BBiG) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:Y4F5GQ4Y
Keywords: __C:filed:1

Best Practice for Scaling Up Efforts to Improve English Language Skills - Amonoo-Kuafi, Esi Fenyiwa (2019)
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.
Accepted: 2019-04-05T09:27:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:F93AS5SI 4869029:CWPR9KAS
Keywords: ⛔ No DOI found

Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19 - Pace, Christi; Pettit, Stacie; Barker, Kim (Becoming: Journal of the Georgia Association for Middle Level Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.20429/becoming.2020.310102 2129771:DEUSH5HH
Keywords: __C:filed:1

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

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education - Manzano-León, Ana; Camacho-Lazarraga, Pablo; Guerrero, Miguel A.; Guerrero-Puerta, Laura; Aguilar-Parra, José M.; Trigueros, Rubén; Alias, Antonio (Sustainability, 2021)
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.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: academic achievement; engagement; gamification; motivation; systematic literature review

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
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.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: <this> 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

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] - Adam, Taskeen (OER20, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:NW9VFE68
Keywords: Author:OpenDevEd

Beyond COVID-19 supernova. Is another education coming? - Azorín, Cecilia (Journal of Professional Capital and Community, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0019 2129771:RY9FT26V
Keywords: Collective capacity; Community engagement; Educational change; Networks; __C:filed:1

Beyond Data - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
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.
Keywords: AI; Data protection; Ethical Impact Assessment; Human rights; Privacy Impact Assessment; Risk-based approach; Self-determination; Social Impact Assessment

Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI - Mantelero, Alessandro (T.M.C. Asser Press, 2022)
Keywords: AI Regulation; Artificial Intelligence; Data Protection; Ethics; Fundamental Rights; Human Rights; Human Rights Impact Assessment (HRIA); Impact Assessment; Open Access

"Beyond Free Textbooks" - Jasmine Roberts live from University of Illinois Urbana-Champaign Library (2020)
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
KerkoCite.ItemAlsoKnownAs: 2129771:FQFE3VX3

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years - Sandefur, Justin; Romero, Mauricio (Center for Global Development, 2019)
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.
Keywords: ⛔ No DOI found

BIBB / Stellenangebote (BIBB - Stellenangebote)
Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
KerkoCite.ItemAlsoKnownAs: 2129771:86TFWM7P 2486141:93F8YSA3