Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review - Schaap, Harmen; Baartman, Liesbeth; Bruijn, Elly de (Vocations and Learning, 2012)
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12186-011-9069-2 10/cw47r7 2129771:SRK6VS6C 2317526:MU9A5LG9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

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

Students’ Perceived Heat-Health Symptoms Increased with Warmer Classroom Temperatures - Bidassey-Manilal, Shalin; Wright, Caradee Y.; Engelbrecht, Jacobus C.; Albers, Patricia N.; Garland, Rebecca M.; Matooane, Mamopeli (International Journal of Environmental Research and Public Health, 2016)
Temperatures in Africa are expected to increase by the end of the century. Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources. Students (n = 252) aged ~14–18 years from eight high schools completed an hourly heat-health symptom log over 5 days. Data loggers measured indoor classroom temperatures. A high proportion of students felt tired (97.2%), had low concentration (96.8%) and felt sleepy (94.1%) during at least one hour on any day. There were statistically significant correlations, when controlling for school cluster effect and time of day, between indoor temperatures ≥32 °C and students who felt tired and found it hard to breathe. Consistently higher indoor classroom temperatures were observed in classrooms constructed of prefabricated asbestos sheeting with corrugated iron roof and converted shipping container compared to brick classrooms. Longitudinal studies in multiple seasons and different classroom building types are needed.
Number: 6 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13060566 2129771:FL8M9WN7 4682641:JTKBLJKU
Keywords: BE:RELEVANT; BE:temperature; South Africa; climate change; health; school; temperature

Students’ Perceptions of Financing Public Universities in Zambia: Toward a More Sustainable and Inclusive Policy Strategy - Masaiti, Gift (Funding Higher Education in Sub-Saharan Africa, 2013)

Students' potential abilities as correlates of self-employment start-up intentions: Evidence from private sector-led technical and vocational education institutions in Nigeria - Edokpolor, James Edomwonyi; Abusomwan, Vero Iyalekhue (International Journal of Learning, Teaching and Educational Research, 2019)
© 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.18.9.8 2129771:766VXUNT 2129771:XN248ZJL

Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science - Penuel, William R; Horne, Katie Van; Severance, Sam; Quigley, David; Sumner, Tamara
KerkoCite.ItemAlsoKnownAs: 2129771:6SNQDRSE
Keywords: ⛔ No DOI found

Students’ Use of and Engagement with ICT at Home and School - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Preparing for Life in a Digital Age, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-14222-7_6 4804264:UA4CEVR4
Keywords: Final_citation

Studies of COVID-19 and Education in LMICs - Evans, David; Acosta, Amina
Sheet1 Authors,Title,Country,Level,Outcome,Region,Date,Product,Provenance,In twitter thread Angrist N, Bergman P, Brewster C, Matsheng M,Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech In...
KerkoCite.ItemAlsoKnownAs: 2129771:J9H26FQJ 2405685:P7QBYBN6

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, Katharina; Hofstetter, Sonja (Swiss Agency for Development and Cooperation, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:QSX2X8BG 2317526:PJUUV6BL

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:Y8BTH6NC 2317526:6KI5SDZC
Keywords: ⛔ No DOI found

Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross M.; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:qualification; F:teaching; P:media; Q:degree; Q:distance learning; T:Training; T:distance learning program; T:trainee; Z:Education; Distance [I02.195]; Z:Education; Medical; Graduate [I02.358.399.350]; Z:Malawi [Z01.058.290.175.500]; publicImportV1

Study on the Use of Ict in Education and Remote Learning During Crises and the Required Investment for Digital Transformation for African Countries (Association for the Development of Education in Africa, 2022)

Studying dilemmas of mathematics teaching in Southern Africa - Gobede, Fraser; Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)
Publisher: AOSIS (Pty) Ltd.

Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies - Mora, Antonio M.; Guillén, Alberto; Barranco, Francisco; Castillo, Pedro A.; Merelo, Juan J. (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

Stunting, Wasting, and Education in Nigeria - Tull, Kerina (2019)
Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018).
Accepted: 2019-03-01T11:33:08Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JADDNW86 4869029:QYY2KVDM
Keywords: ⛔ No DOI found

Style Guide - The HP Cambridge Partnership for Education EdTech Fellowship (Open Development & Education, 2023)
ZenodoArchiveID: 8052087 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0292 ZenodoArchiveConcept: 8052086
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Style & topic language model adaptation using HMM-LDA - Hsu, Bo-June Paul; Glass, James (Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing, 2006)
Keywords: ⛔ No DOI found

Submitted to TETFund, Abuja - State, Zamfara; S.M. Ali (2019)

Substitution of graduate by other labour - Tinbergen, Jan (Kyklos: international review for social sciences, 1974)
KerkoCite.ItemAlsoKnownAs: 4804264:EQ69PSK8
Keywords: Final_citation; ⛔ No DOI found

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2129771:BMFE5WPR 2405685:8F6MKJP5
Keywords: _C:Sierra Leone SLE

Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ZUK2P39C

Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:H9G8GCZA

Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment - Baron, E. Jason; Goldstein, Ezra G.; Wallace, Cullen T. (Social Science Research Network, 2020)
To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations—school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3601399 2129771:VDD4KRU2
Keywords: COVID-19; Child Maltreatment; School Closures

Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Eve (Malawi Journal of Development Education, 2003)
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 2129771:Z9RRPBEI 4752638:4AJIKNZ6 4752638:JPP4IZYL
Keywords: _C:Malawi MWI; ⛔ No DOI found

Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf - Schools2030
KerkoCite.ItemAlsoKnownAs: 2129771:35N8TM89 2486141:N2S7BVAZ

Summary of research on the effectiveness of math professional development approaches - Gersten, R.; Taylor, M.J.; Keys, T.D.; Rolfhus, E.; Newman-Gonchar, R. (for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University, 2014)

Summary Report: Evaluation of the Rapid Teacher Training - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6323508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323508 ZenodoArchiveConcept: 6323507
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

SUMMARY_REPORT-_BUILD_BACK_BETTER_BUSINESS_COUNCIL_.pdf

Summer Schools Programme for Disadvantaged Pupils: Key findings for Schools Research report - Day, Laurie; Martin, Kerry; Sharp, Caroline; Gardner, Rachel; Barham, Jo (Department for Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:V3BPHN9D 2486141:WC9VQP89
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Supervised Machine Learning Approaches for Predicting Key Pollutants and for the Sustainable Enhancement of Urban Air Quality: A Systematic Review - Essamlali, Ismail; Nhaila, Hasna; Khaïli, Mohamed El (Sustainability, 2024)
Urban air pollution is a pressing global issue driven by factors such as swift urbanization, population expansion, and heightened industrial activities. To address this challenge, the integration of Machine Learning (ML) into smart cities presents a promising avenue. Our article offers comprehensive insights into recent advancements in air quality research, employing the PRISMA method as a cornerstone for the reviewing process, while simultaneously exploring the application of frequently employed ML methodologies. Focusing on supervised learning algorithms, the study meticulously analyzes air quality data, elucidating their unique benefits and challenges. These frequently employed ML techniques, including LSTM (Long Short-Term Memory), RF (Random Forest), ANN (Artificial Neural Networks), and SVR (Support Vector Regression), are instrumental in our quest for cleaner, healthier urban environments. By accurately predicting key pollutants such as particulate matter (PM), nitrogen oxides (NOx), carbon monoxide (CO), and ozone (O3), these methods offer tangible solutions for society. They enable informed decision-making for urban planners and policymakers, leading to proactive, sustainable strategies to combat urban air pollution. As a result, the well-being and health of urban populations are significantly improved. In this revised abstract, the importance of frequently employed ML methods in the context of air quality is explicitly emphasized, underlining their role in improving urban environments and enhancing the well-being of urban populations.
openalex: W4391131339 KerkoCite.ItemAlsoKnownAs: 10.3390/su16030976 2129771:THFFNCYM 5072953:5TPJXCNX
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau - da Silva, Rui; Oliveira, Joana (FIRE: Forum for International Research in Education, 2020)
Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA
Keywords: _C:Angola AGO; _C:Canada CAN; _C:Cape Verde CPV; _C:Guinea-Bissau GNB; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 2129771:YQAWM35J 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _cover:analysis:nopdf; _genre:LR-literature_review; _r:CopiedFromEvLib; _yl:a; emergencies; emergency remote education; remote education

Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the Twenty-First Century - Morocco, Catherine Cobb; Aguilar, Cynthia Mata; Bershad, Carol; Kotula, Andrea Winokur; Hindin, Alisa (Jossey-Bass, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:5CMPRIPK 2486141:WM45NIX2

Supporting adaptive management - Pasanen, Tiina; Barnett, Inka (2019)
KerkoCite.ItemAlsoKnownAs: 4804264:A4CFIKNE
Keywords: Final_citation; ⛔ No DOI found

Supporting adaptive management - Pasanen, Tiina; Barnett, Inka (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TZR7LJGD 2129771:YFAJNMFU
Keywords: ⛔ No DOI found

Supporting adolescent orphan girls to stay in school as HIV risk prevention: evidence from a randomized controlled trial in Zimbabwe - Hallfors, Denise; Cho, Hyunsan; Rusakaniko, Simbarashe; Iritani, Bonita; Mapfumo, John; Halpern, Carolyn (American journal of public health, 2011)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2010.300042 2129771:9AFHIC4G 4502395:LP44BDHN 4502395:ZZS9M9AW

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; _C:Botswana BWA; _C:Fiji FJI; _C:France FRA; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Singapore SGP; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Supporting communities of practice – A Journey to effective problem-solving - Hanschke, Christina; Baer, James; Gangaramany, Alok; Verheijen, Janneke; Kilonzo, Nduku; Okiya, Bryan; Ranji, Leonard Kibe; Amolo, Stephen Amolo; Zwane, Simon; Nkambule, Rejoice; Buluma, Violet; Ojoo, Sylvia; et al. (Gates Open Research, 2021)
In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1) Community Identity: Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2) Quick Win: Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3) Stewardship: Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4) Evolution: Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.

Supporting induction to the teaching profession for women in Malawi - Wolfenden, F.; Gallastegi, L; Chitsulo, J. (DETA Conference 2011 proceedings, 2011)
Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.
OCLC: 1017393398 KerkoCite.ItemAlsoKnownAs: 2129771:M3GIEDXN 2249382:39M34HRW 2317526:78FDDIDF

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:MAK4WYR2 2129771:N2XZXYHV 2129771:YLANDWDQ 2486141:5NGJW7SK
Keywords: ⚠️ Invalid DOI

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)

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

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:38A7QBBZ 2129771:UQINCL32

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

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Publisher: Routledge _eprint: https://doi.org/10.1080/08923647.2020.1691411 KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2129771:7PNWHCSL
Keywords: _genre:LR-literature_review

Supporting teacher development: literature review. - Reid, Kate; Kleinhenz, Elizabeth; Australia; Department of Foreign Affairs and Trade (2015)
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].
OCLC: 930576865
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Belgium BEL; _C:Burundi BDI; _C:Cambodia KHM; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nauru NRU; _C:Nepal NPL; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Supporting Teachers in the Transition towards Distance Education: Challenges and Means - Papi, Cathia (Journal of Learning for Development, 2020)
During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WWNSMFD4
Keywords: distance education; online learning; pandemic; transition; ⛔ No DOI found

Supporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (Journal of Learning for Development, 2021)
Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.
Number: 1
Keywords: COVID-19; MOOC; OER; online; teaching; ⛔ No DOI found

Supporting Teaching to Improve Teaching and Learning: A GPE KIX Scoping Study Working Paper - D'Angelo, Sophia; Cameron, L; Assane Igodoe, A; Sheria Nfundiko, J (Global Partnership for Education Knowledge and Innovation Exchange, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:3W8GWRZF

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

Supranational Political Economy: the Globalisation of the State-Market Relationship. - Montani, Guido (Routledge, 2018)
With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.
OCLC: 1056908172

Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali - Cáceres, Victor M.; Sidibe, Sekou; Andre, McKenzie; Traicoff, Denise; Lambert, Stephanie; King, Melanie E.; Kazambu, Ditu; Lopez, Augusto; Pedalino, Biagio; Herrera Guibert, Dionisio J.; Wasswa, Peter; Cardoso, Placido; et al. (Emerging Infectious Diseases, 2017)
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; -missingHU; A:West Africa; C:Guinea; C:Guinea-Bissau; C:Liberia; C:Mali; C:Nigeria; C:Senegal; C:Sierra Leone; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:services; R:survey; T:Training; T:competency-based training; T:trainee; _C:Sierra Leone SLE; publicImportV1

Survey Measures of Web-Oriented Digital Literacy - Hargittai, Eszter (Social Science Computer Review, 2005)
This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic.
KerkoCite.ItemAlsoKnownAs: 10.1177/0894439305275911 2129771:9NUL27W6 5242966:SPYQVDFW

Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys - Gaible, Edmond (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:4BNT2HLC 2486141:9F79P3G9

Survey of ICT and Education in the Caribbean Volume II: Country Reports - Gaible, Edmond (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:ZTDDFHEZ 2486141:IIRR2ESH

Survey on Vietnamese teachers’ perspectives during COVID-19 - Hoang, Anh-Duc; Pham, Hiep-Hung; Le, Quynh-Anh Thi; Dinh, Viet-Hung; Le, Thu-Trang Thi; Nguyen, Yen-Chi (Harvard Dataverse, 2020)
This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5

Survey research methodology in management information systems: an assessment - Pinsonneault, A; Kraemer, K (Journal of Management Information Systems, 1993)
KerkoCite.ItemAlsoKnownAs: 10.1080/07421222.1993.11518001 2129771:EPZST5FK 2486141:MVAPAQER

Sustainability and science and technology teacher education: A review of the literature - Rocksén, Miranda; Vhurumuku, Elaosi; Svensson, Maria (Science and Technology Teacher Education in the Anthropocene, 2022)
To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.
Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL
Keywords: _genre:LR-literature_review

Sustainability for Open Educational Resources - Haßler, Björn (UK National Commission to UNESCO, 2007)
EdTechHub.ItemAlsoKnownAs: 2129771:4SBSTV83
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Sustainability in engineering education: A review of learning outcomes - Gutierrez-Bucheli, Laura; Kidman, Gillian; Reid, Alan (Journal of Cleaner Production, 2022)
Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.
Keywords: Education for sustainable development; Engineering education; Learning outcomes; Realist review; Scoping review; Sustainable development

Sustainable Agriculture and Climate Change in Nigeria - Tudunwada, I.Y. (5th Conference/seminar of the National Council of Local Government Departments of Agriculture (NACOLGDA) at merit House, Maitama, Abuja. 10th, 2009)
Keywords: ⛔ No DOI found

Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective - Chiu, Thomas KF; Chai, Ching-sing (Sustainability, 2020)
Publisher: MDPI

Sustainable Development Goal 4 in the Commonwealth - Status Update Report - Goldie-Scot, Matthew; Hollows, Sophie; Hennessy, Sara; Mathew, Primrose; Delbridge-Smith, Paul; Haßler, Björn (Commonwealth Secretariat, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahamas BHS; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Cameroon CMR; _C:Canada CAN; _C:Cyprus CYP; _C:Dominica DMA; _C:Fiji FJI; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Jamaica JAM; _C:Kenya KEN; _C:Kiribati KIR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Malta MLT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nauru NRU; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Samoa WSM; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Tonga TON; _C:Trinidad and Tobago TTO; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Zambia ZMB; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Sustainable Development Goals - United Nations
KerkoCite.ItemAlsoKnownAs: 2129771:8LP5VFLY 2317526:7LKI73LA

Sustainable Development in the OECS, an Antiguan and Barbudan case study. - Jenkins, Colin John (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:XY3AGP4C

Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa - Ushimaru, Kenji (INEE Global Humanitarian Technology Conference, 2012)
The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.
KerkoCite.ItemAlsoKnownAs: 10.1109/ghtc.2012.80 10/gf62nf 2129771:TX6XC4WV 2317526:THP2WYWK LOCAL-SCOPUS_ID:84873114957
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; P:economy; P:production; P:technician; P:technology; T:TVET; Z:agricultural waste; Z:economicdevelopment; Z:induction heating; Z:job creation; Z:power plant; Z:renewableenergy; Z:steam extraction; publicImportV1

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

Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment - Fortanier, Fabienne; Wijk, Jeroen van (International Business Review, 2010)
Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; C:Ethiopia; C:Mozambique; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; F:pro-poor; P:services; P:social; P:tourism; R:interview; T:Training; T:trainee; Z:Employment; Z:Foreign direct investment; Z:International hotel industry; Z:Knowledge transfer; Z:Pro-poor tourism; Z:Services; Z:Sustainable development; publicImportV1

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 4804264:XZPBP8GM
Keywords: Final_citation; cited; existing

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
00000 EdTechHub.Source: <this> EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: AWP2; Active Learning; Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Monday; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; TL:Arabic; TL:English; TL:Translated; Teacher Professional Development; Technology Uses in Education; Telecommunications; TranslationGoingAhead; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Cameroon CMR; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2129771:E8FLSTF2
Keywords: Alternative education; Ghana; Literacy; Mother tongue; Out of school

Sustaining Work-based Learning During COVID 19 Pandemic: - Namjoshi, Revati; Pani, Soumya; Despande, Ujjwala; Ranade, Amit (Journal of Learning for Development, 2021)
Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:QWC8THSL
Keywords: Digital Freelancing; Livelihoods; Nai Talim; Pedagogy; WBL; Work-based Learning; _genre:PR-primary_research; sustainability; ⛔ No DOI found

Swedish Edtest – Frequently asked questions
KerkoCite.ItemAlsoKnownAs: 2129771:7JGWIE3R

Swedish Edtest – Utveckla digitala lärresurser med Swedish Edtest
KerkoCite.ItemAlsoKnownAs: 2129771:58LQBY7W

SWIFT-Active Screener (Sciome)
SWIFT-Active Screener is a web-based, collaborative systematic review software application. Active Screener was designed to be easy-to-use, incorporating a simple, but powerful, graphical user interface with rich project status updates. What makes Active Screener special, however, is its behind-the-scenes application of state-of-the-art statistical models designed to save screeners time and effort by automatically prioritizing articles […]
KerkoCite.ItemAlsoKnownAs: 2129771:ES792QZ7 2405685:SRZDALS6 2486141:JSNIAJDR

Swiss National EdTech Testbed Program | Gebert Rüf Stiftung
The digital transformation in education is a topic of high importance for the Swiss, yet also the global, society. To enhance visibility and support the digital transformation in education, the Swiss EdTech Collider, a hub and centre for EdTech startups and innovations based at EPFL Lausanne, has established so-called «test-bed/test-lab» collaboration framework with a few schools (mostly ...

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:I6AV5KMC
Keywords: Final_citation; cited; existing

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:LSCJ2AJX 2405685:UMJTLGUE DOI:10.5281/zenodo.4486279 2339240:WW642LX9
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Symbiosis: The Curriculum and the Classroom - Howard, Kat; Hill, Claire (John Catt, 2020)
When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
KerkoCite.ItemAlsoKnownAs: 10.1109/icts.2015.7379896 10/gf62h5 2129771:D7JG3IA4
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis - He, Liyun; Yang, Na; Xu, Lingling; Ping, Fan; Li, Wei; Sun, Qi; Li, Yuxiu; Zhu, Huijuan; Zhang, Huabing (Medical Education, 2021)
Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. Results A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD −0.002, 95% CI −0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). Conclusions Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14364 KerkoCite.ItemAlsoKnownAs: 10.1111/medu.14364 2129771:9HBD6YC4
Keywords: _genre:LR-literature_review; health science students; meta-analysis; synchronous distance education; the COVID-19 pandemic; traditional education

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
EdTechHub.Source: 2129771:3HPEHK45 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1196830 1867969:MS4YEFUV 2129771:3HPEHK45 2129771:SMBVLED9 2339240:6UEQFTXM 2405685:A8G2S2ZT 261495:8F4BAW9N
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review - Menon, Shalini; Suresh, M. (International Journal of Sustainability in Higher Education, 2020)
Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
Publisher: Emerald Publishing Limited
Keywords: Campus operations; Higher education; Outreach programs; Sustainability; Sustainable education and research

Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa - Haßler, Björn; D’Angelo, Sophia; Walker, Hannah; Marsden, Melissa (Open Development & Education, 2019)
EdTechHub.Source: 2405685:T7DTBWJB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3497271 1867969:9DJZ34TL 2129771:5928ESGZ 2129771:5ZKPNFCC 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB 2486141:I239KQTI 503888:PI2HHQWG
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education - Chiu, Thomas K. F.; Xia, Qi; Zhou, Xinyan; Chai, Ching Sing; Cheng, Miaoting (Computers and Education: Artificial Intelligence, 2023)
Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd research by identifying 13 roles of AI technologies in the key educational domains, 7 learning outcomes of AIEd, and 10 major challenges. The review also provides suggestions for future directions of AIEd research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100118 4804264:34NRK3GY 4804264:65UVKU5G 4804264:99ZEJ8Z3 4804264:C6AZIUGH
Keywords: AI; Artificial intelligence; Artificial intelligence in education; Assessment; Final_citation; Learning; Systematic review; Teaching; anystyle; existing

Systematic literature studies: database searches vs. backward snowballing - Jalali, S; Wohlin, C (Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2129771:78DVLX8P 2129771:BPT9ZXX4 2405685:5MQKS9RN 2486141:FNQHJ85U

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health. FundingForeign, Commonwealth & Development Office.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:QUG9TZFB 2129771:SXRZDSH6 2486141:TY6XRCLY 5072953:3WUMLRID 5072953:T5HTLW4W
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:SXRZDSH6 openalex: W3181294875
Keywords: openalex:n:1; openalex:yes

Systematic review approaches for climate change adaptation research - Berrang-Ford, Lea; Pearce, Tristan; Ford, James D. (Regional Environmental Change, 2015)
Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.
openalex: W1999471080 mag: 1999471080 KerkoCite.ItemAlsoKnownAs: 10.1007/s10113-014-0708-7 2129771:Z2CBCEVJ 2486141:SZEVXNPN 5072953:4F7CCJFL 5072953:J7E3766Z 5440726:INAPMW93
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Systematic review automation technologies - Tsafnat, Guy; Glasziou, Paul; Choong, Miew Keen; Dunn, Adam; Galgani, Filippo; Coiera, Enrico (Systematic Reviews, 2014)
Systematic reviews, a cornerstone of evidence-based medicine, are not produced quickly enough to support clinical practice. The cost of production, availability of the requisite expertise and timeliness are often quoted as major contributors for the delay. This detailed survey of the state of the art of information systems designed to support or automate individual tasks in the systematic review, and in particular systematic reviews of randomized controlled clinical trials, reveals trends that see the convergence of several parallel research projects.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2129771:E3T24EEP 2129771:HEE5BKVS 2129771:JITRRUI8 2405685:A55PHVHK 2486141:NEQZBEG2 503888:4RAR86XC
Keywords: _Added-ailr-2024

Systematic review finds overlapping reviews were not mentioned in every other overview - Pieper, Dawid; Antoine, Sunya-Lee; Mathes, Tim; Neugebauer, Edmund A. M.; Eikermann, Michaela (Journal of Clinical Epidemiology, 2014)
Objectives The objective of this study was to determine if the authors mention overlapping reviews in overviews (reviews of reviews). In addition, we aimed to calculate the actual overlap in published overviews using newly introduced, validated measures. Study Design and Settings We systematically searched for overviews from 2009 to 2011. Reviews included in the overviews were obtained. Tables (review×primary publication) were generated for each overview. The first occurrence of a primary publication is defined as the index publication. We calculated the “corrected covered area” (CCA) as a measure of overlap by dividing the frequency of repeated occurrences of the index publication in other reviews by the product of index publications and reviews, reduced by the number of index publications. Subgroup analyses were performed to investigate further differences in the overviews. Results Only 32 of 60 overviews mentioned overlaps. The median CCA was 4.0. Validation of the CCA and other overlap measures was in accordance with our predefined hypotheses. The degree of overlap tended to be higher in health technology assessment reports than in journal publications and was higher with increasing numbers of publications. Conclusions Overlaps must be reported in well-conducted overviews, and this can comprehensively be accomplished using the CCA method.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2013.11.007 2129771:8QYIYMD9 2129771:QK843MLL
Keywords: Evidence-based medicine; Information science; Meta-analysis; Methods; Research design; Systematic review

Systematic review of current efforts to quantify the impacts of climate change on undernutrition - Phalkey, Revati; Aranda-Jan, Clara B.; Marx, Sabrina; Höfle, Bernhard; Sauerborn, Rainer (Proceedings of the National Academy of Sciences of the United States of America, 2015)
Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.
openalex: W1750617262 mag: 1750617262 KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1409769112 2129771:VHBWY88T 5072953:GGQ7ZJSG
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Systematic Review of the Literature About the Effects of the COVID-19 Pandemic on the Lives of School Children - Cachón-Zagalaz, Javier; Sánchez-Zafra, María; Sanabrias-Moreno, Déborah; González-Valero, Gabriel; Lara-Sánchez, Amador J.; Zagalaz-Sánchez, María Luisa (Frontiers in Psychology, 2020)
Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.
Publisher: Frontiers
Keywords: COVID-19; Children; Coronavirus; Psychology; physical activity

Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al - Greyson, Devon; Rafferty, Ellen; Slater, Linda; MacDonald, Noni; Bettinger, Julie A.; Dubé, Ève; MacDonald, Shannon E. (BMC Public Health, 2019)
A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12889-018-6275-y 2129771:MSW2UFXK
Keywords: Immunization; Narrative review; Scholarly communication; School; Search methodology; Systematic review; Vaccination

Systematic review to quantify the impacts of heat on health, and to assess the effectiveness of interventions to reduce these impacts - Manyuchi, Albert; Dhana, Ashar; Areal, Ashtyn; Erasmus, Barend; Wright, Caradee; Wang, Chongying; Peter, Devind; Rees, Helen; Harden, Lois; Chersich, Matthew F.
KerkoCite.ItemAlsoKnownAs: 2129771:LPHRBETV 4682641:6L22SA9E 4682641:FQIR3I42 5072953:C7Z5NES2
Keywords: BE:RELEVANT; ⛔ No DOI found

Systematic review using a spiral approach with machine learning - Saeidmehr, Amirhossein; Steel, Piers David Gareth; Samavati, Faramarz F. (Systematic Reviews, 2024)
Abstract With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-023-02421-z 5440726:7V4PYGH5

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2129771:3TJ8PRTF 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

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

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

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

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2129771:JY9LXI66 2129771:S846ZSML 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

Systemic Design Framework - Design Council

Systemic Design Report

Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale - Haßler, Björn; Hennessy, Sara; Hollow, David; Simpson, Lea; Carter, Alice; Kalifa Damani; Gill Francis; Katy Jordan; Nora McIntyre; Joel Mitchell (EdTech Hub, 2019)
EdTechHub.Source: 2405685:6YT2AIMC EdTechHub.Source: 2405685:RUSE8WYV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:RUSE8WYV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:f

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0001 2129771:QWT92U45 2486141:BSRIR2SM

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
OldDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 2129771:HT9D5C8E 2129771:TP8VC7RE 2339240:S3YSSL2W 2405685:TD2ASC4G 4804264:ZLHCZ3CW
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Systems approach to tourism training and education: The Kenyan case study - Mayaka, Melphon; Akama, John S. (Tourism Management, 2007)
Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tourman.2005.12.023 10/dq2df7 2129771:UPVEVBA3 2317526:5W9V5DR3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:economy; P:measurement; P:tourism; R:case study; T:Training; Z:Developing countries; Z:Staff training; Z:Tourism education; publicImportV1

Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya - Crouch, Luis (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/020 2129771:VFQQBEFI

Systems Leadership for Learning - Haßler, Björn (Open Development & Education, 2019)
EdTechHub.Source: 2405685:F7MH9IWP KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626705 2129771:H3CR3Q8S 2339240:EXPQPHYQ 2405685:F7MH9IWP
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a

Systems Leadership Unit 2 PPT - Resources for College Leadership
KerkoCite.ItemAlsoKnownAs: 2129771:QRV9XRPQ 2129771:WPXH789P

T-TEL
KerkoCite.ItemAlsoKnownAs: 2129771:8FBVAQWN

T-TEL Ghana - resource overview - Haßler, Björn
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0271 2129771:64ANH6WZ
Keywords: Author:OpenDevEd

T-TEL school partnership innovation (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:VJGYHLPG

Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes - Volk, Marina; Cotič, Mara; Zajc, Matej; Starcic, Andreja Istenic (Computers & Education, 2017)
00006 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.06.004 10/gbxdct 2129771:57LJISEK 2129771:YS7T74E8
Keywords: __C:filed:1

Tablet computers in Philippine public schools: school-level factors that influence technology management and use - Lumagbas, Jedaiah Joel; Smith, Wally; Care, Esther; Scoular, Claire (Technology, Pedagogy and Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1572535 10/gf62gv 2129771:5QKJKZGD 2129771:HJ8GJPQA
Keywords: __C:filed:1

Tablet devices in education-beyond face value - Turvey, Keith; Pachler, Norbert (2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:96X9P5JR 2129771:DXSHKGTY
Keywords: _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.07.018 10/dqjvx4 2129771:DQ7A6M8G 257089:IF4R7BGH

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 257089:PW65C5WQ
Keywords: ⛔ No DOI found

Tablet u školskom i obiteljskom okruženju - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4WHIKV6J 2129771:GWLY9U7L 2129771:WSAC8Z76
Keywords: __C:filed:1; ⛔ No DOI found

Tablet use in primary education - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Technology, Pedagogy and Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1608291 10/gf62gq 2129771:SPYQV8GT 2129771:T9F8RGI6
Keywords: __C:filed:1

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler, Björn; Major, Louis; Hennessy, Sara (Journal of Computer Assisted Learning, 2016)
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
EdTechHub.Source: <this> EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; Android; Australia AUS; Author:Haßler; Author:OpenDevEd; Belgium BEL; Björn-CV-OECS; Canada CAN; Chile CHL; DL4D cited; Malawi MWI; Monday; New Zealand NZL; Spain ESP; TL:Arabic; TL:English; TL:Translated; Thailand THA; TranslationGoingAhead; Turkey TUR; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Kenya KEN; _C:Norway NOR; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; iPad; learning outcomes; publicImportV1; school; systematic reviews; tablets

Tablet use in schools: impact, affordances and considerations - Major, Louis; Haßler, Björn; Hennessy, Sara (Handbook on Digital Learning for K-12 Schools, 2017)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:New Zealand NZL; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 257089:S7P2MHB8
Keywords: ⛔ No DOI found

Tablets im Schulunterricht in Skandinavien - Jahnke, Isa (Tablets in Schule und Unterricht, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:22G7SWYT 2129771:C5D956HD 2129771:D7NEIFME 2129771:HLF6UVI5
Keywords: __C:filed:1

Tablets in Schule und Unterricht - Bastian, Jasmin; Aufenanger, Stefan (Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:UI7QJ9AT
Keywords: __C:filed:1; ⛔ No DOI found

Tablets in Schule und Unterricht: Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien - Bastian, Jasmin; Aufenanger, Stefan (Springer-Verlag, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:9JWFAEFG
Keywords: __C:filed:1

Tablets zur Neubestimmung des Lernens? - Bastian, Jasmin (Tablets in Schule und Unterricht, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:DIGSAN47 2129771:ZEQKUCM3
Keywords: __C:filed:1

Tackling Climate Change with Machine Learning - Rolnick, David; Donti, Priya L.; Kaack, Lynn H.; Kochanski, Kelly; Lacoste, Alexandre; Sankaran, Kris; Ross, Andrew Slavin; Milojevic-Dupont, Nikola; Jaques, Natasha; Waldman-Brown, Anna; Luccioni, Alexandra Sasha; Maharaj, Tegan; et al. (ACM Computing Surveys, 2023)
Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change.
KerkoCite.ItemAlsoKnownAs: 2129771:SM92Q9NL 2129771:SU4ITE8G

Tackling coloniality and re-storying EdTech - Making your offering inclusive and socially just - Moustafa, Nariman; Adam, Taskeen (OpenDevEd, 2023)
ZenodoArchiveID: 7946855 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0291 ZenodoArchiveConcept: 7946854
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution? - Chikhungu, Lana; Kadzamira, Esme; Chiwaula, Lizzie; Meke, Elizabeth (International Journal of Educational Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101578 2129771:8YDAUNAL 4752638:2MZN7U8B 4752638:4BFBMHP4 4752638:F5PC52HW 4752638:JBVVP5S8 4752638:YYDLPADC
Keywords: _C:Malawi MWI

Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt - Sabates-Wheeler, Rachel; Sabates, Ricardo; Castaldo, Adriana (Social Indicators Research, 2008)
Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-007-9154-y 2129771:JNUBQHQX
Keywords: Migration; Poverty; Subjective poverty

TAIL, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation (EU ALDREN project) - Wargocki, Pawel; Wei, Wenjuan; Bendžalová, Jana; Espigares-Correa, Carlos; Gerard, Christophe; Greslou, Olivier; Rivallain, Mathieu; Sesana, Marta Maria; Olesen, Bjarne W.; Zirngibl, Johann (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111029 2129771:RVZSGIX6 4682641:38G9B7P7 4682641:BQSLQ2B9
Keywords: BE:RELEVANT

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching - Alonso-Martínez, Daniel; Jiménez-Parra, Beatriz; González-Álvarez, Nuria; Godos-Díez, José-Luis; Cabeza-García, Laura (Sustainability, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/su11030779 10/gf62gp 2129771:I22RXHJK 2129771:SIRIY4P4
Keywords: _C:Brazil BRA; _C:Israel ISR; _C:Japan JPN; _C:Netherlands NLD; _C:Spain ESP; _C:Switzerland CHE; __C:filed:1; __C:scheme:1

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

Taming (ed)Tech: Why Children Stand to Lose in an Unregulated Digital Education - Hillman, V. (Bloomsbury Academic)
KerkoCite.ItemAlsoKnownAs: 4804264:GMP7AX3F
Keywords: Final_citation

Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy - Evoh, Chijioke J. (International Perspectives on Education and Society, 2012)
This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:economy; P:social; Q:ICT; Q:secondary education; T:TVET; T:Training; publicImportV1

Tanzania CRT Non-technical Overview.pdf

Tanzania CRT Technical Overview.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:MHQJIUIK 2129771:XD8NALTX
Keywords: auto_merged

Tanzania | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:8QB3S9GZ

Tanzania Weather & Climate - Natural habitat adventures (2022)
Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2129771:6NSGMVM4 4682641:SN6WXZXP

Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe - Rose, Pauline; Sabates, Ricardo; Delprato, Marcos; Alcott, Ben (Comparative Education Review, 2022)
In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/721849 2129771:WJ5MNQCB

Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain - Bloom, B; Engelhart, M.D; Furst, E.J; Hill, W.H; Krathwohl, D.R (1956)
Using scientific standards of organization and analysis, the various aims and techniques of education are examined with the use of sample exercises and exams
EdTechHub.ItemAlsoKnownAs: 2129771:JQD8WS4P

Taxonomy of educational objectives: the classification of educational goals - Krathwohl, David R. (Longmans, Green, 1956)
Google-Books-ID: rJNqAAAAMAAJ KerkoCite.ItemAlsoKnownAs: 2129771:RDB3VXT6
Keywords: Education; Education / Aims & Objectives; Education / Philosophy & Social Aspects

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2405685:FICAJDR3 2405685:HUR5C9QN
Keywords: _r:AddedByZotZen

Teach : Observer Manual - Molina, Ezequiel; Melo Hurtado, Carolina Eugenia; Pushparatnam, Adelle; Wilichowski, Tracy Marie (The World Bank, 2019)
Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations.
KerkoCite.ItemAlsoKnownAs: 2129771:BVBR5FBV 503888:QU6UY5ZU

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

Teacher absenteeism | Education | IIEP Policy Toolbox (2019)
The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.
KerkoCite.ItemAlsoKnownAs: 2129771:YGAQ9GK9 4556019:VS8KU4I7

Teacher agency in professional learning communities - Brodie, Karin (Professional development in education, 2019)
ISBN: 1941-5257 Publisher: Taylor & Francis

Teacher and Parental Perceptions of Performance Pay in Education: Evidence from Tanzania - Mbiti, Isaac; Schipper, Youdi (Research on Improving Systems of Education (RISE), 2020)
This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/037 2129771:JDTT2BKK

Teacher as imperfect test: Reconceptualizing the referral process - Gerber, Michael M.; Semmel, Melvyn I. (Educational Psychologist, 2009)
A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ...
Publisher: Taylor & Francis Group KerkoCite.ItemAlsoKnownAs: 10.1080/00461528409529290 2129771:SUHUFZ46 2486141:LKWR3ZNK

Teacher assistant support and deployment in mainstream schools - Butt, Rosemary (International Journal of Inclusive Education, 2016)
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2016.1145260
Keywords: Teacher assistant; deployment; inclusive education; mainstream; support

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

Teacher collaboration: A systematic review - Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva (Educational Research Review, 2015)
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Keywords: Teacher collaboration; Teacher teams; Team entitativity

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

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Place: London Publisher: International Growth Centre, London School of
Keywords: ⛔ No DOI found

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KMFUHVJ8 2405685:36UKQ92L
Keywords: C:International

Teacher Deployment Algorithm - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458692 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1066 ZenodoArchiveConcept: 10458691
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment Algorithm Training Presentation - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1065 ZenodoArchiveConcept: 10458678
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061

Teacher Education and the Challenge of Development: a global analysis - Moon, B.; Dladla, N; Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey; Kirk, J.; Azlam, M.; Kingdon, G.; Dembele, M.; Miaro-II, J. Power, T., B. Anamuah-Mensah; Umar, A. (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Kenya KEN; _C:Lesotho LSO; _C:Mali MLI; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; _C:Canada CAN; _C:Egypt EGY; _C:Ghana GHA; _C:Guyana GUY; _C:Jamaica JAM; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS - Mulenga, Innocent Mutale (ZANGO: Zambian Journal of Contemporary Issues, 2019)
Keywords: ⛔ No DOI found

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

Teacher Education in Anglophone West Africa: Does Policy Match Practice? - Colley, Kabba E. (Annual Review of Comparative and International Education 2014, 2014)
This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/S1479-367920140000025015 2129771:U856MG7D 2563312:V69FFIIA 2601447:6FYR4QUB 2601447:EQFITIBE 4556019:77YKCJ3V
Keywords: Education; Policy; Supply; Teacher; Training; West Africa

Teacher education in the 21st century digitalization: Open access, digital health and wellness: Colloquium presentation at the Aga Khan-IED Conference Oct 23-25, 2017, Hotel Africana, Kampala, Uganda - Tibenderana, Prisca Dr; Sumil, Novembrieta Dr; Busingye, Janice Dr; Mayende, Kiwelu Jackline; Osamai, Moses Odeke; Bounty, Kirabo Joseph Dr (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7LHGWTA8
Keywords: __C:filed:1; ⛔ No DOI found

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

Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university - Stutchbury, Kristina (The Open University, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Teacher educators' digital competence - Krumsvik, Rune Johan (Scandinavian Journal of Educational Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/00313831.2012.726273 4804264:HZ5YT6GC
Keywords: Final_citation

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning - Kim, Hye Jeong; Choi, Jiyoung; Lee, Suyoun (Education Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A
Keywords: _C:Korea XKOR; _C:Korea; Republic KOR; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5
Keywords: Schools; Secondary; Scientific literature; ⛔ No DOI found

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Publisher: University of Johannesburg
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

Teacher Involvement in Curriculum Development in Zambia: A Role Analysis of Selected Secondary School Teachers in Lusaka District, Lusaka Province, Zambia - Mwanza, Christine (University of Zambia, 2017)
Keywords: ⛔ No DOI found

Teacher labor markets in developing countries - Crawfurd, Lee; Pugatch, Todd (2020)
Publisher: IZA Discussion Paper

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

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

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, L. (2007)
The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom.
KerkoCite.ItemAlsoKnownAs: 2129771:LCLX3VLV
Keywords: __C:filed:1

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

Teacher Management: Emerging Issues in Kenya (European Journal of Educational Sciences, 2017)
Publisher: European Scientific Institute
Keywords: ⛔ No DOI found

Teacher Management in Refugee Settings: Ethiopia. - Bengtsson, Stephanie; Fitzpatrick, Rachael; Hinz, Katja; MacEwen, Leonora; Naylor, Ruth; Riggall, Anna; West, Helen (Education Development Trust, 2020)
ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F
Keywords: _C:Burkina Faso BFA; _C:Burundi BDI; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Norway NOR; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Yemen YEM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

Teacher Monitoring Pilot (Teacher Service Commission (Sierra Leone), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2129771:DFNUGK8T 2405685:VBF825V5
Keywords: _C:Sierra Leone SLE

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:BE9WSX8W
Keywords: Final_citation; cited; existing

Teacher Motivation in Economic Crises - James, Zoe (2018)
This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ
Keywords: ⛔ No DOI found

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DfID London, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret
KerkoCite.ItemAlsoKnownAs: 2129771:QIYMD4GD
Keywords: ⛔ No DOI found

Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: towards an alternative to the deficit model - Ndebele, Clever (International Journal of Educational Sciences, 2014)
In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.
KerkoCite.ItemAlsoKnownAs: 2129771:P9QRNWHA 2486141:5JWVGXEW
Keywords: _Added to LR; _T:reviewed; ❓ Multiple DOI

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher Performance Pay: Experimental Evidence from India. - Muralidharan, Karthik; Sundararaman, Venkatesh (Journal of Political Economy, 2011)
Publisher: JSTOR
Keywords: interesting

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

Teacher practices during Y ear 4 of a one-to-one mobile learning initiative - Reichert, Michael; Mouza, Chrystalla (Journal of Computer Assisted Learning, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12283 10/gfnwsr 2129771:MC3QRRUW
Keywords: __C:filed:1

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF

Teacher professional development: An international review of the literature - Villegas-Reimers, E. (2003)
Keywords: ⛔ No DOI found

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:m