Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

Using ICTs and Blended Learning in Transforming TVET - Latchem, Colin (UNESCO; COL, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:TG8CQVSN 2317526:KKUAMAI5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; HDR25; publicImportV1

Using implementation science to support the implementation of interventions in real world contexts | Self-evaluation | National Improvement Hub
KerkoCite.ItemAlsoKnownAs: 2129771:YIGB9PP5

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)
Publisher: SAGE Publications Sage CA: Los Angeles, CA

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:Y8CEB3LK
Keywords: Final_citation; cited; existing

Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:A3T2DQ4D EdTechHub.Source: 2405685:A3T2DQ4D KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 2129771:QQWNSYJR 2129771:U4Q6CU8B 2339240:45F2G56T 2405685:A3T2DQ4D 2405685:WB97BS9V
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _C:Liberia LBR; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Sudan SDN; _C:Tanzania TZA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21091 10/f49bvb 2129771:3WBKZA9Z 257089:R9FD8XMH

Using Large Language Models for Qualitative Analysis can Introduce Serious Bias - Ashwin, Julian; Chhabra, Aditya; Rao, Vijayendra (World Bank Washington, DC, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10597 2486141:TNAS2ULG

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

Using machine learning to advance synthesis and use of conservation and environmental evidence - Cheng, S. H.; Augustin, C.; Bethel, A.; Gill, D.; Anzaroot, S.; Brun, J.; DeWilde, B.; Minnich, R. C.; Garside, R.; Masuda, Y. J.; Miller, D. C.; Wilkie, D.; et al. (Conservation Biology, 2018)
Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.
_eprint: https://conbio.onlinelibrary.wiley.com/doi/pdf/10.1111/cobi.13117 KerkoCite.ItemAlsoKnownAs: 10.1111/cobi.13117 2129771:J3CYENW2

Using Machine Learning to Analyze Physical Causes of Climate Change: A Case Study of U.S. Midwest Extreme Precipitation - Davenport, Frances V.; Diffenbaugh, Noah S. (Geophysical Research Letters, 2021)
Abstract While global warming has generally increased the occurrence of extreme precipitation, the physical mechanisms by which climate change alters regional and local precipitation extremes remain uncertain, with debate about the role of changes in the atmospheric circulation. We use a convolutional neural network (CNN) to analyze large‐scale circulation patterns associated with U.S. Midwest extreme precipitation. The CNN correctly identifies 91% of observed precipitation extremes based on daily sea level pressure and 500‐hPa geopotential height anomalies. There is evidence of increasing frequency of extreme precipitation circulation patterns (EPCPs) over the past two decades, although frequency changes are insignificant over the past four decades. Additionally, we find that moisture transport and precipitation intensity during EPCPs have increased. Our approach, which uses deep learning visualization to understand how the CNN predicts EPCPs, advances machine learning as a tool for providing insight into physical causes of changing extremes, potentially reducing uncertainty in future projections. , Plain Language Summary Extreme precipitation and flooding cause widespread impacts on human society. While global warming has increased the occurrence of these damaging events, there is still uncertainty about how climate change will affect precipitation and flooding, making it difficult to adequately prepare for future hazards. We use machine learning to understand why extreme precipitation is becoming more common in the U.S. Midwest by analyzing the atmospheric circulation patterns during extreme precipitation events. Our results show that there is heavier precipitation when extreme precipitation patterns occur, but the patterns themselves have not changed significantly in frequency over the past four decades. Our method could be used to better understand changes in extreme events in the Midwest and in other regions of the world. , Key Points We use a neural network to predict extreme precipitation from daily sea level pressure and 500‐hPa geopotential height fields Increasing Midwest extreme precipitation is linked to increasing moisture transport and precipitation during specific circulation patterns Our method is generalizable to studying how climate change affects the physical causes of various types of extreme events in other regions
Keywords: _z:no_pdf

Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events - O'Gorman, Paul A.; Dwyer, John G. (Journal of Advances in Modeling Earth Systems, 2018)
Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia - Konayuma, G (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:Improvement; F:access; F:bandwidth; F:policy; Q:ICT; Q:ODEL; Q:OER; Q:digital technology; Q:educational technology; Q:open education; Q:open educational resources; Q:open learning; T:Ausbildung; T:TVET; T:Training; T:trainee; publicImportV1

Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children - Farrow, Claire; Belcher, Esme; Coulthard, Helen; Thomas, Jason M.; Lumsden, Joanna; Hakobyan, Lilit; Haycraft, Emma (Appetite, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.appet.2019.104327 2129771:X9TFETZW
Keywords: __C:filed:1

Using research evidence - A practice guide - Nesta (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PQWZWPZC 4426965:MAJQGCZ5

Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education - Hochberg, Katrin; Kuhn, Jochen; Müller, Andreas (Journal of Science Education and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-018-9731-7 10/gdm2tt 2129771:TLEYJXKD 2129771:XJWRK493
Keywords: __C:filed:1

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 4804264:AWATCHA8
Keywords: Final_citation; cited; existing

​Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict - Carlson, , S (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QXEQGWPC

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7JL9QJWW 2129771:MG3U6Y57 2339240:6M4YIDMP 2339240:MFVCNPSC 2339240:WDV6QU5C 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 4803016:8KXS5F5P
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:6Y9XNNMV 2129771:9LSPJG52 2486141:AEED5965
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Using Technology to Support At-Risk Students’ Learning - Darling-Hammond, Linda; Zielezinski, Molly; goldman, shelley (Alliance for Excellent Education, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:CABN475T 4804264:X9ZKYFXK
Keywords: Final_citation; anystyle; existing

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia (2022)

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 4804264:AHN7VRBQ
Keywords: Final_citation; cited; existing

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2129771:DZXCPJ5W 2129771:TVQJAXYW 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT
Keywords: Lebanon_event_2021; _C:Bangladesh BGD; _C:Canada CAN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Norway NOR; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

Using the Robot as a Research Assistant: Research Design Using Generative AI - Wang, Shida (NYU SPS Applied Analytics Laboratory, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:ZGE7IVEX

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Using video for professional development: the role of the discussion facilitator - Coles, Alf (Journal of Mathematics Teacher Education, 2013)
Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, Louis; Watson, Steven (Technology, Pedagogy and Education, 2018)
00005 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1361469 10/gdm2s8 2129771:49FQ6HGA 2129771:9TRYMUCV 2129771:L8SBAZPU 2129771:ZHFHJZTT 2405685:TKGRWCS3
Keywords: C: International; __C:filed:1

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

Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática - Biazus, Graziela Ferreira; Rieder, Carlos Roberto Mello (Revista Educação Especial, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7
Keywords: _C:Austria AUT; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática - Universidade Federal de Brasília (Brasil); Ferreira Borges, Flavio; Teixeira, Janaína Angelina; Universidade de Brasília (Brasil); Osuna Acedo, Sara; Universidad Nacional de Educación a Distancia (España) (RELATEC Revista Latinoamericana de Tecnología Educativa, 2020)

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Publisher: De Gruyter
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7
Keywords: COVID-19; Kolibri; Learning Outcomes; Utilizing Open Education Resources; ⛔ No DOI found

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

Valid Training Providers (Nigeria) - National Industrial Training Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8WGSFI32 2317526:G6NA4TXB

Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building - Abba, Habu Yusuf; Majid, Roshida Abdul; Ahmed, Muhammad Hamdan; Gbenga, Olutobi (Management, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG
Keywords: BE:RELEVANT; ⛔ No DOI found

Validity Argument for Practical Measures of Student Experience in Project - Penuel, Bill
KerkoCite.ItemAlsoKnownAs: 2129771:I5BXI5GV
Keywords: ⛔ No DOI found

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

Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:FZHU57FM
Keywords: _C:Australia AUS; _C:Italy ITA; _C:New Zealand NZL; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Van-der-Berg-Spaull-2020-Counting-the-Cost-COVID-19-Children-and-Schooling-15-June-2020-1.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:97JA3C2H

Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y. (Geotunis Conference, 6th Session, 26th, 2012)
Keywords: ⛔ No DOI found

VET Toolbox | Home
KerkoCite.ItemAlsoKnownAs: 2129771:G4NXLTZX 2317526:K397VX5Y

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 2129771:A29SJWRW 2339240:HJGRG585 2405685:BWHR8RIX
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

Video Improves Learning in Higher Education: A Systematic Review - Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (Review of Educational Research, 2021)
Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654321990713 2129771:DP396LQG
Keywords: _genre:LR-literature_review; active learning; cognitive load; instructional design; multimedia; online learning

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

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP

Village based schools in Mangochi: Evaluation report - Hyde, Karin AL; Kadzamira, Esme C.; Sichinga, Juliet C.; Chibwana, Mike P.; Ridker, Ronald G. (Centre for Educational Research and Training, University of Malawi, Zomba, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:XXLXNGU9 4752638:2Q94MMEA 4752638:7XRXA6UF 4752638:L9F282MA 4752638:PU9L5J8P 4752638:TC7SQM9Y 4752638:U9TK4DF3 4752638:ZFNHX4J5
Keywords: _C:Malawi MWI; ⛔ No DOI found

Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda - Wandera, Stephen Ojiambo; Clarke, Kelly; Knight, Louise; Allen, Elizabeth; Walakira, Eddy; Namy, Sophie; Naker, Dipak; Devries, Karen (Child Abuse & Neglect, 2017)
Publisher: Elsevier

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)
Publisher: Springer

Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2022)
Keywords: ⛔ No DOI found

Violence in Schools - Bolton, Laura (2017)
This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally.
Accepted: 2017-09-08T10:45:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5659BGEB 4869029:PT83LLPZ
Keywords: ⛔ No DOI found

Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19 - Gomes, Roseline Florence; Thomas, Lijo (Journal of Learning for Development, 2022)
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
Number: 1
Keywords: COVID-19; Psychosocial Development; Virtual Community Models; ⛔ No DOI found

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK

Visible learning: A synthesis of over 800 meta-analyses relating to achievement - Hattie, John (Routledge, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:JTAVEBWL 2129771:PPCF22FX 2129771:WP5WVUKH 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK 261495:6JCEQ2J7

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2129771:2EHYDBZU 2129771:LIS9KYHJ 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:537K58Y3 261495:VETHWPGD
Keywords: Author:OpenDevEd

Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance - Narayanasamy, Sumithira (Queensland University of Technology, 2015)

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-15 2129771:GVLSGPDX
Keywords: __C:filed:1

Visualizing Topics with Multi-Word Expressions - Blei, David M.; Lafferty, John D. (arXiv, 2009)
We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $\chi2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles.
arXiv:0907.1013 [stat] KerkoCite.ItemAlsoKnownAs: 2129771:Y77NXVN4 2486141:P5KQSTV9
Keywords: Statistics - Machine Learning; _yl:a

VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA - Klubal, Libor (Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:EI2AHPC3
Keywords: _C:Australia AUS; _C:Bulgaria BGR; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Ethiopia ETH; _C:Greece GRC; _C:Luxembourg LUX; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Singapore SGP; _C:Spain ESP; _C:Sweden SWE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Vocational and Technical Training
KerkoCite.ItemAlsoKnownAs: 2129771:KZWL2RD6

Vocational Education and Training – An Overview - Pütz, Helmut (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:V96RKN2H
Keywords: ⛔ No DOI found

Vocational Education and Training Authority
KerkoCite.ItemAlsoKnownAs: 2129771:2LDJKCFK

Vocational Education and Training Authority - Government of Tanzania
The Vocational Education and Training Authority (VETA) is an autonomous Government Agency established by an Act of Parliament in 1994 (Cap 82 Revised edition 2006). The overall objective of VETA is to oversee the Vocational Education and Training system in Tanzania by coordinating, regulating, financing and providing of Vocational Education and Training in Tanzania.
UA-7ed1d701-753a-471d-a1d2-c1e0a089d1c3 KerkoCite.ItemAlsoKnownAs: 2129771:P6DW8U5M 2317526:QTH5R2NU
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1; tVET Key_institution

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

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna (Journal of Vocational Education & Training, 2020)
The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
Publisher: Routledge _eprint: https://doi.org/10.1080/13636820.2019.1679969 KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2019.1679969 2129771:7Z66FVXB 2129771:XGUWRPRD
Keywords: Africa; Development; VET; _genre:LR-literature_review; interesting

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.09.008 10/bnnh2c 2129771:L24MHEVT 2317526:PHJKJ53J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; F:pay; F:policy; P:economy; P:social; T:TVET; Z:Economic Development; Z:Educational Development; Z:Foreign Countries; Z:Political Attitudes; Z:Politics; Z:Presidents; Z:Public Policy; Z:Public Sector; Z:Role; Z:Skill Development; Z:Sustainable Development; Z:Vocational Education; publicImportV1

Vocational education and training in southern Africa: a comparative study - Akoojee, Salim; Gewer, Anthony; McGrath, Simon A. (2005)
Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.
KerkoCite.ItemAlsoKnownAs: 2129771:PRN4YC58 2317526:2ETPJUUU
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; AA:Africa; Southern; C:Botswana; C:Lesotho; C:Mauritius; C:Mozambique; C:Namibia; C:South Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; Vocational education; publicImportV1

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (W. Bertelsmann Verlag GmbH & Co. KG, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning - Moran, L; Rumble, G (2004)
The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.
KerkoCite.ItemAlsoKnownAs: 2129771:26J6H6AI 2317526:754E3R6X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; P:measurement; P:media; P:teacher education; Q:ICT; Q:ODEL; Q:distance education; Q:distance learning; Q:educational technology; Q:open learning; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Educação profissionalizante; T:Fortbildung; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1; ⛔ No DOI found

Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth - Hicks, Joan Hamory; Kremer, Michael; Mbiti, Isaac; Miguel, Edward (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:CJ6L8A5V 2249382:ZKVITHQN 2317526:IL7JP85A
Keywords: -AB-Research; CLL:en; MaintenanceTag-AB-Research-previous; ⛔ No DOI found

Vocational Enterprise Institutions
KerkoCite.ItemAlsoKnownAs: 2129771:GBEQXSAK

Vocational skills formation in the informal economy in Tanzania - Höjlund, Gunilla (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Vocational Training Act - Government of Botswana (1998)
KerkoCite.ItemAlsoKnownAs: 2129771:BSYJFISV 2317526:NGFYPRHX
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Vocational Training and the Informal Economy - de Largentaye, Armand Rioust (Promoting Pro-poor Growth: Employment, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:AQ52QKNA 2249382:6W7QCQM3 2317526:QEWPC9EW
Keywords: ⛔ No DOI found

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4MRXU2L 4804264:KZ3RKJ3P
Keywords: Final_citation; cited; existing

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

VolkswagenStiftung (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M5WJ23TY

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

Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City - Hanson, Kobena (GeoJournal, 2005)
This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10708-005-7915-1 10/cjzk3k 2129771:QJBKZ3W3 2129771:W58GJ244 2317526:CDMIR86U 2317526:XVHN9P2E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:economy; P:measurement; P:social; T:Lehrlingsausbildung; Z:Apprenticeship contracts; Z:Micro-enterprises; Z:Social networks; Z:Socio-economic vulnerability; Z:Urban livelihoods; _C:Ghana GHA; publicImportV1

Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge - Darling-Hammond, Linda; Sykes, Gary (education policy analysis archives, 2003)
Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.
Number: 0
Keywords: Program Development; Teacher Qualifications; Teacher Supply and Demand; _C:Argentina ARG; _C:Brazil BRA; _C:Canada CAN; _C:Dominican Republic DOM; _C:Georgia GEO; _C:Singapore SGP; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use - BMBF
Richtlinie zur Förderung von Zuwendungen für WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use („Kompetenzzentrum zur wissenschaftlichen Unterstützung gegen den Klimawandel und des anpassungsfähigen Landmanagements im westlichen Afrika), Bundesanzeiger vom 15.02.2019
Library Catalog: www.fona.de KerkoCite.ItemAlsoKnownAs: 2129771:2YPFIWB6 2317526:5BU8PHLS

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph9082772 2129771:9ZIXAXI8

Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. - Bogusevschi, Diana; Muntean, Gabriel-Miro (CSEDU (1), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:CU5YIY4Q
Keywords: _C:Dominican Republic DOM; _C:Greece GRC; _C:Ireland IRL; _C:Netherlands NLD; _C:Portugal PRT; _C:Romania ROU; _C:Slovakia SVK; _C:Spain ESP; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Water demand and Schistosomiasis among the Gumau people of Bauchi State, Nigeria - Akogun, Oladele B (Transactions of the Royal Society of Tropical Medicine and Hygiene (ENGLAND, 1990)
KerkoCite.ItemAlsoKnownAs: 2129771:2FC7Q5WH 2129771:6FSAT9VQ 2486141:PYN36LIC

Water reed for construction
Water reed is due to its properties an ideal product for construction.

Water reed for construction - Hiss-Reet
Water reed is due to its properties an ideal product for construction.

WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills - Rougnant, Alexis; Gelsomini, Mirko; Garzotto, Franca (2017 IEEE 25th International Requirements Engineering Conference Workshops (REW), 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.1109/rew.2017.40 10/gf62hc 2129771:8GB9IX59 2129771:W27MZW5C
Keywords: __C:filed:1; __C:scheme:1

WBR-Policy-Brief-2020.04.30.pdf

We asked 7,000 people how the UK should build back better – here's what they told us - Phoenix, Ann; Stevenson, Olivia; Morris, Siobhan (The Conversation)
The UK government’s plan to ‘build back better’ can only work if we understand what that means to different populations.

'We have to raise our children differently' (BBC News)
Three black parents and their children discuss raising a black child, racism and the Black Lives Matter movement.
Section: England KerkoCite.ItemAlsoKnownAs: 2129771:YKCWSAXD

Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy - O'Neil, Cathy (Penguin UK, 2016)
'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life – and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.
Google-Books-ID: 60n0DAAAQBAJ
Keywords: Business & Economics / Statistics; Computers / Artificial Intelligence / General; Computers / Programming / Algorithms; Mathematics / General; Political Science / Political Ideologies / Democracy; Political Science / Political Ideologies / General; Science / General; Science / Philosophy & Social Aspects; Technology & Engineering / Social Aspects

Wearables for Measuring Health Effects of Climate Change–Induced Weather Extremes: Scoping Review - Koch, Mara; Matzke, Ina; Huhn, Sophie; Gunga, Hanns‐Christian; Maggioni, Martina Anna; Munga, Stephen; Obor, David; Sié, Ali; Boudo, Valentin; Bunker, Aditi; Dambach, Peter; Bärnighausen, Till; et al. (Jmir mhealth and uhealth, 2022)
Although climate change is one of the biggest global health threats, individual-level and short-term data on direct exposure and health impacts are still scarce. Wearable electronic devices (wearables) present a potential solution to this research gap. Wearables have become widely accepted in various areas of health research for ecological momentary assessment, and some studies have used wearables in the field of climate change and health. However, these studies vary in study design, demographics, and outcome variables, and existing research has not been mapped.In this review, we aimed to map existing research on wearables used to detect direct health impacts and individual exposure during climate change-induced weather extremes, such as heat waves or wildfires.We conducted a scoping review according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework and systematically searched 6 databases (PubMed [MEDLINE], IEEE Xplore, CINAHL [EBSCOhost], WoS, Scopus, Ovid [MEDLINE], and Google Scholar). The search yielded 1871 results. Abstracts and full texts were screened by 2 reviewers (MK and IM) independently using the inclusion and exclusion criteria. The inclusion criteria comprised studies published since 2010 that used off-the-shelf wearables that were neither invasive nor obtrusive to the user in the setting of climate change-related weather extremes. Data were charted using a structured form, and the study outcomes were narratively synthesized.The review included 55,284 study participants using wearables in 53 studies. Most studies were conducted in upper-middle-income and high-income countries (50/53, 94%) in urban environments (25/53, 47%) or in a climatic chamber (19/53, 36%) and assessed the health effects of heat exposure (52/53, 98%). The majority reported adverse health effects of heat exposure on sleep, physical activity, and heart rate. The remaining studies assessed occupational heat stress or compared individual- and area-level heat exposure. In total, 26% (14/53) of studies determined that all examined wearables were valid and reliable for measuring health parameters during heat exposure when compared with standard methods.Wearables have been used successfully in large-scale research to measure the health implications of climate change-related weather extremes. More research is needed in low-income countries and vulnerable populations with pre-existing conditions. In addition, further research could focus on the health impacts of other climate change-related conditions and the effectiveness of adaptation measures at the individual level to such weather extremes.
openalex: W4288048593 KerkoCite.ItemAlsoKnownAs: 10.2196/39532 2129771:ZIEXQMB8 5072953:LNAJVB42
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Weather tracker: Ethiopia hit by severe drought amid east Africa floods (The Guardian, 2023)
More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia
Keywords: Africa; Drought; Environment; Ethiopia; Extreme weather; Somalia; Turkey; World news

Web Design Guidelines for Low Bandwidth - Introduction
KerkoCite.ItemAlsoKnownAs: 2129771:FCH8CQV2

Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko) - Lesieur, David (EdTech Hub, 2020)
original-date: 2019-12-06T10:51:53Z KerkoCite.ItemAlsoKnownAs: 2129771:UJ5L6IIQ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) (Open Development & Education, 2020)
Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.
original-date: 2020-04-05T19:45:15Z KerkoCite.ItemAlsoKnownAs: 2129771:EY95LGTE
Keywords: _r:ImportedToMyEducationEvidence

Webinar Deck: COVID-19, Schooling and Learning (Brac Institute of Governance and Development)
The education system in Bangladesh has always struggled to provide quality education to nearly 40 million children enrolled in schools. The ongoing COVID-19 pandemic has exacerbated this learning crisis as all educational institutions across the country have been closed for over two months with no immediate plans for reopening. Yet […]
Library Catalog: bigd.bracu.ac.bd KerkoCite.ItemAlsoKnownAs: 2129771:LZUAYXLW

WebPlotDigitizer - Extract data from plots, images, and maps
KerkoCite.ItemAlsoKnownAs: 2129771:2X2WTTJJ 2405685:3XUM6VS2 2486141:EGMYZ9FT

Week 2 - Laura Czerniewicz - Equity and Care in Moving Online (2020)
Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online #PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/
KerkoCite.ItemAlsoKnownAs: 2129771:PNG6R4G7

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 KerkoCite.ItemAlsoKnownAs: 10.1080/02671520701296189 10/bg5pkx 2129771:53P6FBBJ 257089:VHCAC25B

Welcome - GRID3

Welcome to Implementation Science - Eccles, Martin P.; Mittman, Brian S. (Implementation Science, 2006)
Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.
KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-1-1 2129771:ASV64A3H

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:P4P34Q78 2339240:2WY3SC9N 2405685:YKA8Y8DM
Keywords: _C:Sierra Leone SLE

What about children? Implications from their subjective perception and the risk of overheating in schools - te Kulve, Marije; Hellwig, Runa T.; van Dijken, Froukje; Boerstra, Atze (Windsor Conference 2020: Resilient Comfort, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NETF85MA 4682641:9A63D3AE
Keywords: BE:RELEVANT; ⛔ No DOI found

What are the 21st-century skills every student needs - Soffel, Jenny (World Economic Forum, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:9SZUAU2A 2486141:DWUAZ7XC
Keywords: ⛔ No DOI found

What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis - Sims, Sam; Fletcher-Wood, Harry; O’Mara, Alison; Cottingham, Sarah; Stansfield, Claire; Herwegen, Jo Van; Anders, Jake (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:AYEFPSZ4 2486141:MD6F4TDU
Keywords: ⛔ No DOI found

What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? - Haßler, Björn (2017)
EdTechHub.ItemAlsoKnownAs: 2129771:74FNB8TI
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

What are the enablers and barriers for effective School-Based Teacher Professional Development? - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8BEIULTV 4426965:XVW7ALCZ

What are the Future Trends in Natural Gas Technology to Address Climate Change? Patent Analysis Through Large Language Model - Kim, Mingyu; Lee, Juyong (Patent Analysis Through Large Language Model)
Keywords: ⛔ No DOI found

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
zotzenLib.CopiedFrom: 2405685:YAT9NL4R KerkoCite.ItemAlsoKnownAs: 2129771:4H2Z7GUV 2339240:K82B5UP3 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries; ___duplicate_item

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine; others (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z
Keywords: C:Low- and middle-income countries; STC-TLC; _C:Afghanistan AFG; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Netherlands NLD; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Palau PLW

What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment? - Lambert, Sarah; Funk, Johanna; Adam, Taskeen (Routledge)
This chapter presents a Culturally Inclusive Assessment model and examples developed from our work to address legacies of racist and sexist curriculum and experiences. By drawing on the theories and principles that have informed work on the cultural diversification of learning materials and online courses, we have identified opportunities for Culturally Inclusive Assessment tasks, feedback, and processes. Our interest is to re-imagine assessment through the lenses of anti-racism and decolonialisation to address how inclusive assessment can be developed to better meet the needs of contemporary higher education. Salient features of the current context include the socio-cultural diversity of the student cohort and a desire for internationalising the curriculum, both of which have never been more pertinent. The chapter also provides stimulus questions based on the Culturally Inclusive Assessment model to help readers develop their own more culturally inclusive units, curriculum and assessments based on decolonising the content, the learning processes or pedagogy as a whole.
Pages: 52-62 Publication Title: Assessment for Inclusion in Higher Education

What can the education sector do to adapt to the forthcoming impacts of climate change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
KerkoCite.ItemAlsoKnownAs: 2129771:F3FN7F36 2486141:LR8CSF8H

What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education - Proctor, Jamie (2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

What constitutes a theoretical contribution? - Whetten, D.A. (Academy of Management Review, 1989)
KerkoCite.ItemAlsoKnownAs: 10.2307/258554 2129771:8LWQFZJS 2486141:FPH3KM8W

What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2019/009 2129771:WRWFX4LH
Keywords: _genre:PR-primary_research

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17508975.2012.725530 openalex: W2027298641 KerkoCite.ItemAlsoKnownAs: 10.1080/17508975.2012.725530 2129771:RY4X3ATX 4874017:V5WS5623 5072953:W43VGNLJ
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2129771:T3UWMNYM

What does reading on screens do to our brains? - BBC Ideas
Watch the "What does reading on screens do to our brains?" video at BBC Ideas. Explore other related content via our curated "The Open University" playlist.

What does the African Education Research Database tell us about research in West Africa? - Mitchell, R.; Rose, P. (ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18), 2017)
Keywords: ⛔ No DOI found

What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance? - Dasandi, Niheer; Laws, Ed; Marquette, Heather; Robinson, Mark (Politics and Governance, 2019)
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17645/pag.v7i2.1904 2129771:GCHI6NK4
Keywords: aid effectiveness; development assistance; donors; evidence; governance; politics; thinking and working politically

What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded - Kadzamira, E.; Mazalale, J.; Meke, E.; Mwale, I. V.; Rossiter, J.; Moscoviz, L. (Center for Global Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BDYMV654 4752638:DKX9ECT5
Keywords: _C:Malawi MWI; ⛔ No DOI found

What Happens When AI is Used to Set Grades? - Evgeniou, Theodoros; Hardoon, David R.; Ovchinnikov, Anton (Harvard Business Review, 2020)
In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.
Section: Technology and analytics KerkoCite.ItemAlsoKnownAs: 4804264:8RR8EVQU 4804264:YRSSCPTE
Keywords: Business education; Final_citation; Technology and analytics; anystyle; existing; ⛔ No DOI found

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:4RHA5K3J
Keywords: Final_citation; cited; existing

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All - Feasible Strategies to Achieve Universal Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:3ITVFDNM 2129771:CEEQ745N

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2129771:CAZC2QG5 2129771:F24JRW98 2249382:AM8QGMVB 2317526:EZCHSJQ7 5242966:BG6GXAUN

What Have We Learned in the Decade Since 'Early Reading: Igniting Education for All'? | Global Reading Network
As a research institute, RTI uses evidence-based approaches to strengthen policy, management, and practice in the countries where we work, with each context presenting unique challenges and opportunities based on their conditions.
KerkoCite.ItemAlsoKnownAs: 2129771:ER3LWWYD

What Have We Learnt? - UNICEF (Paris, New York, Washington DC: UNESCO, UNICEF, World Bank, 2020)

What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature - McGrath, Jason; Fischetti, John (International Journal of Educational Research, 2019)
Publisher: Elsevier

What impact do climate conditions in classrooms have on teachers? - Koomar, Saalim (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912313 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1129 ZenodoArchiveConcept: 10912312
Keywords: _publish; _r:AddedByMyEducationEvidence

What Is a “Professional Learning Community”? - DuFour, Richard (2006)
Keywords: ⛔ No DOI found

What Is Agile Methodology: A Primer on Moving Fast - Kaiser, Caleb (Wellfound (formerly AngelList Talent))
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2129771:SGYG29RN 4426965:2C9DPQGK

What is curriculum? Exploring theory and practice - Smith, Mark K (the encyclopaedia of informal education, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:2VU39NM3 2486141:CZEGWL5F

What is global citizenship education? - UNESCO (UNESCO, 2018)
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.
KerkoCite.ItemAlsoKnownAs: 2129771:NDWTRS3S 2486141:3QXKIQGR

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

What is implementation research? Rationale, concepts, and practices - Bhattacharyya, Onil; Reeves, Scott; Zwarenstein, Merrick (Research on Social Work Practice, 2009)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1049731509335528 2129771:ZDBFMCNR 4869029:RVXIPV69

What is improvement science? Do we need it in education? - Lewis, Catherine (Educational researcher, 2015)
Publisher: Sage Publications Sage CA: Los Angeles, CA

What is literacy? - Brookes, Paul H; Gee, P J (Becoming Political, Too: New Readings and Writings on the Politics of Literacy Education, 1992)
KerkoCite.ItemAlsoKnownAs: 2129771:2VP6KX5A

What is technological pedagogical content knowledge (TPACK)? - Koehler, Matthew J.; Mishra, Punya; Cain, William (Journal of education, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/002205741319300303 2129771:6Y9BBR5W 4426965:5P6AZ8P6

What is the impact of #COVID19 on children and youth’s access to learning opportunities and on their actual learning in low- and middle-income countries? - Evans, David; Acosta, Amina
KerkoCite.ItemAlsoKnownAs: 2129771:BVC8DSVU 2405685:I7AV84DZ

What is the Southern African Development Community Qualifications Framework? - SADCQF
KerkoCite.ItemAlsoKnownAs: 2129771:NV6FMLWR 2317526:IGSG3TA7

What Is Web3? - Stackpole, Thomas (Harvard Business Review, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:DGML3FPT
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0095 2129771:IZ2H9WQW
Keywords: _C:Sierra Leone SLE

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2405685:8GN4RWMR
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Publisher: World Bank Group Washington, DC
Keywords: ⛔ No DOI found

What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation - Glick, Peter (World Development, 2008)

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. - Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane; Kaije, Doris (Journal of Learning for Development, 2021)
Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:3F4ZVNS3
Keywords: OER; Professional identity; Storytelling methodology; _genre:PR-primary_research; ⛔ No DOI found

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:6SLUGCIP 2486141:5IR47JXC

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (World Bank Group, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2129771:M5FBWHYT 2339240:3QGANTA4 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:UHYRM2R9 2486141:C2VICIE6
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer - Evans, D.K.; Popova, A. (Statistical Methods for Research Workers, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:6FME82BW
Keywords: ___duplicate_item

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:3CCCDY3J 2129771:BG65AYTS 2129771:GG8WWRW4 2129771:K632LCXD 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; ___duplicate_item; _genre:LR-literature_review

What retrofits could make classroom environments more conducive to learning? - Villavicencio, Xuzel; Toyinbo, Oluyemi (2023)
This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:HFX4BA8D

What school factors raise achievement in the Third World? - Fuller, B. (Review of Educational Research, 1987)

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:338VHJRA 2486141:DC37I6JB
Keywords: ⛔ No DOI found

What the research says about portable ICT devices in teaching and learning - Becta (British Educational Communications and Technology Agency (Becta), 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:Y2EX244L 261495:KZ6IRB65

What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. - Evans, David K.; Yuan, Fei (World Bank Policy Research Working Paper, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:H4YXPBUM 2129771:M9WQIP3I
Keywords: _genre:LR-literature_review; ⛔ No DOI found

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls - Evans, David K; Yuan, Fei (The World Bank Economic Review, 2022)
What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.

What we learned at the Manage Agile Conference (AI Insider, 2021)
Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.

What works in girls' education: Evidence and policies from the developing world - Herz, Barbara; Sperling, Gene B. (2004)
Keywords: ⛔ No DOI found

What works in girls' education: Evidence for the world's best investment - Sperling, Gene B.; Winthrop, Rebecca; Sperling, Gene B (Brookings, 2015)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 2129771:LYVNVEBG 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH
Keywords: ⛔ No DOI found

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts​ - Burde, D.; Guven, O.; Kelcey, J.; Lahmann, H.; Al-Abbadi, K. (Department for International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:FP24GPID

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3N749YEI 4804264:3M6EPPV6
Keywords: Final_citation; cited; existing; ⛔ No DOI found

What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (Education Rigorous Literature Review, Department for International Development. London: Department for International Development, 2015)
Keywords: ⛔ No DOI found

What would make Global Skills Partnerships work in practice? - Organization for Economic Cooperation Development (OECD) (OECD Paris, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:WFQE9897

Whatsapp auto responder using natural language processing and AI - Nagender, Y.; Patil, Kiran H. (Int. J. Comput. Eng. Technol, 2017)
Keywords: ⛔ No DOI found

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

Whatsapp Chatbot Implementation for New Students University of Labuhanbatu - Kurniawan, Hanggi; Al Fazar, Mulya; Fauziah, Nur Rahma; Yoan, Yoan; Munthe, Ibnu Rasyid (Jurnal Mantik, 2021)
Keywords: ⛔ No DOI found

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
ISBN: 0256-0100 Publisher: Education Association of South Africa (EASA)
Keywords: ❓ Multiple DOI

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 4804264:HBD9ALI6
Keywords: Final_citation; cited; existing

WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork? - Conde, Miguel Á; Rodríguez-Sedano, Francisco J.; Rodríguez Lera, Francisco J.; Gutiérrez-Fernández, Alexis; Guerrero-Higueras, Ángel Manuel (International Conference on Human-Computer Interaction, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-77889-7_16 2129771:AMJHYBEG 2129771:IQ8M6KE2
Keywords: ⛔ No DOI found

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)
This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10233-0 4804264:E8LJNNER
Keywords: Distance learning; Final_citation; Fragile and challenging contexts; Language teacher development; Mobile learning; WhatsApp; cited; existing

Wheels of Change: Transforming Girl’s Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Working Paper, 2020)

Wheels of Change: Transforming Girls' Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Institute of Labor Economics (IZA), 2022)
Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.
Publication Title: IZA Discussion Papers KerkoCite.ItemAlsoKnownAs: 2129771:5G8EIWDE 2129771:WW2D2FUL
Keywords: Zambia; attendance; bicycles; dropout; female aspiration; female empowerment; girls' education; grade transition; safety; test scores; ⛔ No DOI found

Wheels of Change: Transforming Womens Lives with Education and Empowerment - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Center for the Study of African Economies Conference Papers., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:888L29NF
Keywords: ⛔ No DOI found

When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention - Ni, Binbin; Wu, Fuzhong; Huang, Qing (International Journal of Environmental Research and Public Health, 2023)
Publisher: MDPI

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:QJ86VAKD

When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? - Baird, Sarah; McIntosh, Craig; Özler, Berk (Journal of Development Economics, 2019)

When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya - Kinyua, Ann Hildah Gatakaa (Journal of Learning for Development, 2021)
Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:BVAZA9NZ
Keywords: Open Educational Resources (OER); _genre:PR-primary_research; educational infrastructure; teacher competence; ⛔ No DOI found

Where Are the Foxes in Mathematics Education? - Boaler, Jo; Selling, Sarah Kate; Sun, Kathy (Vital Directions for Mathematics Education Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-6977-3_9 2129771:DFPY5N4M

Where are we at? An empirical study of levels and methods of evaluating continuing professional development - Muijs, D; Lindsay, G (British Educational Research Journal, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/01411920701532194 10/d9tt95 2129771:DF9V5UA7 261495:QJF6M6QM

Where are we on Education Recovery - UNICEF; UNESCO; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:DR4STVN4

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie (2023)

Where has all the education gone in Malawi? - Kadzamira, Esme C. (Institute of Development Studies University of Sussex, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:SKRA5N9A 4752638:697868EX 4752638:78HD8IBF 4752638:EC29GHRP
Keywords: _C:Malawi MWI

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Where It’s Needed Most: Quality Professional Development for All Teachers | INEE
KerkoCite.ItemAlsoKnownAs: 2129771:YNQY5N34

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
zotzenLib.CopiedFrom: 2405685:XABT3JHM KerkoCite.ItemAlsoKnownAs: 2129771:TK8SMM3F 2405685:XABT3JHM
Keywords: C:Fragile contexts